Inserção e indução à docência no Mato Grosso : percepções de professores iniciantes em narrativas
Data
2020-11-13
Autores
Clemente, Adriana dos Reis
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Universidade Federal de Mato Grosso
Resumo
This research is associated with the Graduate Program in Education (PPGEdu), in the line of
research entitled Teacher Training and Educational Public Policies, from the Federal University
of Mato Grosso (MT), Campus de Rondonópolis. The purpose was to deepen the knowledge
on the theme “The beginning of teaching”, with its delimitation “The paths taken by the
beginner teacher in public schools in Rondonópolis/MT”, in particular, his experiences in
induction practices, offered by the public education networks (municipal and state), in the
municipality of Rondonópolis. To this end, the following question was raised: how does the
process of professional induction of the public school teacher (State and Municipal) of
Rondonópolis/MT takes place, in the search to know the paths taken in the professional
insertion of beginning teachers? In view of the research outline and problem presented, the
general aim was to understand the process of inducing teaching, originating from initiatives of
the teaching networks (State and Municipal), in response to the real needs of the beginning
teacher, in his professional insertion and developments. of these training actions. In this process,
some questions guided the research: How do the actions of welcoming and inducing teaching
networks (State and Municipal) take place from the perspective of beginning teachers? Have
the proposals of the education networks (State and Municipal), for beginning teachers,
contributed to the professional development of the participants? How do these professionals
enroll in the teaching career? Is there an exchange of information and experiences between the
beginning teacher and his peers? The research was dedicated to the knowledge of the entry of
the beginning teacher in the school context, that is, in welcoming; in the administrative,
pedagogical guidelines and in the relationships established with peers, with regard to the
information, the exchange of knowledge, in short, the experiences lived in the school
environment and in the experiences that involve the professional induction of professionals in
the initial years of Basic Education, especially, in the paths taken by the teachers, in the
professional development that begins and its consequences. The participants in this scientific
work have up to five years of experience. As a methodological path, (auto) biographical
research was adopted, privileging the qualitative approach, with autobiographical narratives
and autobiographical interviews as data collection instruments. The result of the data analysis
showed dilemmas, expectations, and challenges at the beginning of the teaching career, such as
dealing with data entry in the system, managing the time of activities, among others, as well as
the importance of monitoring by the management team and/or experienced teacher to the
beginner teacher in the first contacts with the school reality, which brings this research closer
to others that focus on professional insertion. The research data also reveal that the actions to
induce teaching carried out by the Municipal Department of Education (SEMED) and the State
Department of Education, Sports and Leisure of Mato Grosso (SEDUC) in Rondonópolis/MT,
are timid. SEMED develops more specific actions to induce the beginner teacher and SEDUC
has developed the training matrix for the beginner and is developing the training policy. There
is still no policy to induce teaching, although there is an effort for the actions to become public
policy. The results indicate the need to implement a policy to induce teaching, which meets the
training needs of beginning teachers as an aid in facing the challenges of the beginning of the
teaching career.
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Citação
CLEMENTE, Adriana dos Reis. Inserção e indução à docência no Mato Grosso: percepções de professores iniciantes em narrativas. 2020. 202 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2020.