Abstract

RIGOLON, Walquiria de Oliveira; PRINCEPE, Lisandra  and  PEREIRA, Rodnei. Working conditions at the beginning of teaching: constituent elements and repercussions on professional development. Rev. Elet. Educ. [online]. 2020, vol.14, e4195117.  Epub Sep 10, 2020. ISSN 1982-7199.  https://doi.org/10.14244/198271994195.

This essay aims to problematize the relationship between work condition and professional insertion, considering that the elements that constitute teaching work conditions can have a negative impact on professional development, needing to be taken into account when investigating the phenomenon of evasion and career abandonment, especially by beginning teachers. Assuming that the career is a process of marking and incorporating individuals into the institutionalized practices and routines of the work teams, which depends on positive conditions to consolidate and that it is through the structuring of the career that the objective conditions of the teaching work are manifested, some elements that make up the teaching career considered in this essay, are considered fundamental for the understanding of professional development: a) forms of hiring, b) working hours, c) the number of students per class and classes and of schools in which the beginning teacher teaches, d) the training times and the spaces offered by the institutions, e) the support offered to these professionals. We argue that any analysis that is intended to be made on the professional insertion in the teaching career needs to contemplate the innumerable cleavages that directly affect labor relations and that further intensify the difficulties faced by those who begin to exercise teaching work.

Keywords : Working conditions; Teaching induction; Beginning teacher..

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