Professores de Língua Inglesa ingressantes na carreira docente em Mato Grosso : o ateliê biográfico de projetos e seus desdobramentos

Abstract

The process of entering the teaching career is a complicated moment, as the teacher is part of an unknown universe and this fact brings anxieties, fears, doubts, expectations, anxieties and many other feelings that emerge in this introductory phase in teaching. Therefore, encouragement, help, integration, collaboration with those who take up the career is essential to contribute to their professional development and teaching practice, thus making this beginning less distressing and disheartening. In this sense, this research entitled New English Language Teachers in the Teaching Career in Mato Grosso: the Biographical Atelier of Projects and their Developments, presents autobiographical narratives of three English language teachers, who joined the public teaching career in 2018 after the call for the public examination, held in the State of Mato Grosso in 2017, and a teacher who takes the public examination, in 2020. The problem that guides this research was: how is the beginning of the career of incoming English language teachers in state network of the city of Rondonópolis/MT, after the last public tender and who are experiencing co-training processes? It is within this context that my general objective is to present and analyze processes of cotraining of English Language teachers entering the teaching career in the state network of the city of Rondonópolis/MT, in order to know the professional development of those involved in these training processes. And as specific objectives, the following were listed: to provide spaces for co-training, aiming at exchanging experiences that favor teaching learning; to socialize the process experienced by each participant, based on the proposal of the co-training process experienced in the Biographical Ateliê de Projeto; present the experiences lived by incoming teachers, after the developments of the Biographical Project Atelier and present the formative experiences of a newcomer teacher who takes the public examination, after the developments of the Biographical Project Atelier. This research is based on a qualitative approach, having as research method the Biographical Ateliê de Projetos. Data collection relies on the researcher's narratives, reflective memorials and field diaries. In the data analysis, an interpretive-comprehensive methodology is used, followed by a semi-structured interview. The analysis and interpretation of the data, based on the narratives of the participating teachers, showed us the feelings that involve them, such as anguish, difficulties, failures, fears, but also motivations, successes and many achievements throughout their entry into the public teaching career. However, the results of the research showed how much professional development takes place in a continuum, as training needs will always be present. There is always something to teach, but there is always something to learn and, in this way, the research fulfilled what was proposed, that is, to accompany and collaborate with the co-training of English Language teachers, newcomers to the teaching career in the network. state of the city of Rondonópolis/MT, which favored the professional development of those involved in this training process.