A teacher at the beginning of her career: narratives about the tensions in her professional development
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Revista Eletrônica de Educação
versión impresa ISSN 1982-7199
Resumen
ANJOS, Daniela Dias dos y NACARATO, Adair Mendes. A teacher at the beginning of her career: narratives about the tensions in her professional development. Rev. Elet. Educ. [online]. 2020, vol.14, e4275120. Epub 09-Oct-2020. ISSN 1982-7199. https://doi.org/10.14244/198271994275.
This text aims to analyze the tensions that were marked in the professional development of a literacy teacher when entering a public-school system. Initially, some conceptions of a beginning teacher present in the literature are presented and the historical-cultural perspective is adopted as a theoretical framework, with the studies of Yves Clot and collaborators on the teaching activity, the professional gender of the teacher. The data consists of different narratives of the teacher: memorial of formation in the master's dissertation, written and oral narratives produced during her participation in the Education Observatory Program and a narrative produced specifically for research. The analysis focuses on three thematic units: entering the career; tensions between academic education and the real teaching activity; and the collective of the work. The analysis points to signs of a development marked by advances and moments of professional fulfillment, but also of setbacks and anxieties, especially when the teacher reflects on her academic background, countering her power to act with students in the literacy process. Her moments of tension stand out when she entered a peripheral school with adverse working conditions and without the support of school management, culminating in illness. The curbing of the teacher's power to act causes atrophies in the professional genre, mainly due to the absence of a work group in schools.
Palabras clave : Teaching working conditions; Professional development; Teaching career; Public school..