Retratos do início da carreira docente: nas experiências vividas, revelações da constituição do professor
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2018-08-28
Autores
Ruy, Fabiana Alessandra Fonsaca [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa objetivou analisar e compreender as experiências vivenciadas pelo professor em início de carreira, no contexto de um grupo de formação de professoras iniciantes da rede pública e particular do interior do Estado de São Paulo, sob minha coordenação. No grupo, com reuniões mensais, foram desenvolvidas propostas articuladas a discussões acerca do fazer docente. Algumas questões que nortearam este estudo foram: Quais são as relações que o docente em início de carreira estabelece na escola? Qual a importância destas relações e como marcam as ações cotidianas do professor na vida escolar? Como as experiências vividas afetam e constituem o “ser” professor? Como a escola recebe e acompanha os professores iniciantes no processo de inserção na escola? Como metodologia, assumi a perspectiva de pesquisa narrativa de experiências do vivido, a partir de Lima; Geraldi e Geraldi (2015), em que me apropriei de uma experiência significativa vivida – coordenadora e formadora do grupo de formação de professores iniciantes - como objeto de investigação. A produção dos dados se deu a partir das gravações dos encontros em áudio; diário de campo da formadora com registros das observações; diário de bordo do grupo, com registros e reflexões feitos por uma professora iniciante a cada mês (a partir do vivido no grupo) e pela captura de imagens, através da fotografia. A análise foi realizada através de pistas, indícios e sinais que puderam revelar características peculiares apresentadas pelo grupo, nas particularidades de cada professora, reunindo informações como peças de um enigma a ser decifrado, pautada no Paradigma Indiciário (GINZBURG, 1989). Nos encontros formativos com as professoras iniciantes revelaram-se as peculiaridades do grupo no tocante à constituição docente: a importância da formação inicial e contínua, num processo que não se esgota, sendo necessário que o professor dê continuidade ao processo formativo, que não se encerra na graduação; a relevância do acolhimento aos novatos na escola; o choque de realidade vivido no início da carreira; o valor do acolhimento recebido pelos alunos como contributo para que as professoras prossigam na carreira e a importância do papel da equipe gestora como facilitadora do fazer docente. As características apresentadas são especificidades deste grupo, embora possa haver outras questões ao longo desta fase da carreira docente que se diferenciem e façam parte da constituição do professor em início de carreira, e não se configuraram neste grupo. Como formadora, fica o aprendizado de que é necessário um olhar para os professores, que privilegie possibilidades de trocas de experiências sobre o contexto vivido, relativo às especificidades de suas vivências; que oportunize a compreensão de suas ações, observando e analisando a própria prática, (re)conhecendo-se pessoas e professores como parte de um grupo onde a dialogia (BAKHTIN, 2003), os laços sociais (RIOLFI, 2002) e o empoderamento (CHALUH, 2012) façam parte do processo de constituição profissional docente. Este estudo pretende contribuir com as produções relativas às vivências do professor em início de carreira e aprofundar o olhar nesse universo, ao apresentar dados produzidos por professores que trocaram experiências, analisaram e avaliaram a própria prática, em um espaço de formação contínua, que oportunizou a circulação das vozes profissionais, como conteúdo de formação, considerando o contexto vivido. Palavras-Chave: Professores Iniciantes. Formação de Professores. Pesquisa Narrativa.
This research aimed analyze and understand the teacher experiences at the beginning of career, in the context of a beginners teachers formation group in public and private schools in the a countryside of the State of São Paulo, under my coordination. In the group, with monthly meetings, proposals were developed articulated to discussions about teaching practice. Some questions that guided this study were: What are the relationships that the teacher at the beginning of career establishes in the school? What is the importance of these relationships and how do they mark the daily actions of the teacher in school life? How do the lived experiences affect and constitute the "being" teacher? How does the school receive and accompany the beginners teachers in the insertion process in school? As methodology, I assumed the narrative research perspective of lived experiences, starting from Lima; Geraldi and Geraldi (2015), where I took advantage of a significant lived experience - coordinator and trainer of the beginner teachers training group - as an object of research. The data production started from the audio recordings of the meetings; trainer's field diary with observations records; group logbook, with records and reflections made by a beginner teacher each month (from the experience in the group) and by capturing images through the photograph. The analysis was performed through clues, vestige and signs that could reveal peculiar characteristics presented by the group, in the particularities of each teacher, gathering information as an enigma pieces to be deciphered, based on the Indiciary Paradigm (GINZBURG, 1989). In the formative meetings with the beginners teachers the group peculiarities regarding the teacher constitution were revealed: the importance of initial and continuous training, in a process that does not end, and necessary that the teacher continues the training process, which does not end in graduation; the importance of welcoming newcomers to school; the reality shock experienced at the career beginning; the value of the reception received by the students as a contribution for the teachers to continue their careers; the importance of the management team's role as facilitator of teaching practice. The characteristics presented are specificities of this group, although there may be other questions throughout this phase of the teaching career that differ and form part of the teacher's constitution at the beginning of the career, and were not configured in this group. As a trainer, there is learning that it’s necessary to look for teachers, which privileges possibilities of experiences exchanges about the context lived, relative to their specificities lived; to understand their actions, observing and analyzing their own practice. Recognizing and meeting people and teachers like a part of a group where the dialogism (BAKHTIN, 2003), social bonds (RIOLFI, 2002) and empowerment (CHALUH, 2012 are part of the process of professional teacher education. This study intends to contribute with the productions related to the teacher experiences at the career beginning and to deepen the look at the beginner teacher universe, presenting data produced by teachers who exchanged experiences, analyzed and evaluated their own practice, in a continuous formation area, which facilitated the circulation of teachers' voices as content of formation, considering the lived context. Keywords: Beginners Teachers. Teacher training. Narrative Research.
This research aimed analyze and understand the teacher experiences at the beginning of career, in the context of a beginners teachers formation group in public and private schools in the a countryside of the State of São Paulo, under my coordination. In the group, with monthly meetings, proposals were developed articulated to discussions about teaching practice. Some questions that guided this study were: What are the relationships that the teacher at the beginning of career establishes in the school? What is the importance of these relationships and how do they mark the daily actions of the teacher in school life? How do the lived experiences affect and constitute the "being" teacher? How does the school receive and accompany the beginners teachers in the insertion process in school? As methodology, I assumed the narrative research perspective of lived experiences, starting from Lima; Geraldi and Geraldi (2015), where I took advantage of a significant lived experience - coordinator and trainer of the beginner teachers training group - as an object of research. The data production started from the audio recordings of the meetings; trainer's field diary with observations records; group logbook, with records and reflections made by a beginner teacher each month (from the experience in the group) and by capturing images through the photograph. The analysis was performed through clues, vestige and signs that could reveal peculiar characteristics presented by the group, in the particularities of each teacher, gathering information as an enigma pieces to be deciphered, based on the Indiciary Paradigm (GINZBURG, 1989). In the formative meetings with the beginners teachers the group peculiarities regarding the teacher constitution were revealed: the importance of initial and continuous training, in a process that does not end, and necessary that the teacher continues the training process, which does not end in graduation; the importance of welcoming newcomers to school; the reality shock experienced at the career beginning; the value of the reception received by the students as a contribution for the teachers to continue their careers; the importance of the management team's role as facilitator of teaching practice. The characteristics presented are specificities of this group, although there may be other questions throughout this phase of the teaching career that differ and form part of the teacher's constitution at the beginning of the career, and were not configured in this group. As a trainer, there is learning that it’s necessary to look for teachers, which privileges possibilities of experiences exchanges about the context lived, relative to their specificities lived; to understand their actions, observing and analyzing their own practice. Recognizing and meeting people and teachers like a part of a group where the dialogism (BAKHTIN, 2003), social bonds (RIOLFI, 2002) and empowerment (CHALUH, 2012 are part of the process of professional teacher education. This study intends to contribute with the productions related to the teacher experiences at the career beginning and to deepen the look at the beginner teacher universe, presenting data produced by teachers who exchanged experiences, analyzed and evaluated their own practice, in a continuous formation area, which facilitated the circulation of teachers' voices as content of formation, considering the lived context. Keywords: Beginners Teachers. Teacher training. Narrative Research.
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Palavras-chave
Professores iniciantes, Formação de professores, Pesquisa narrativa, Beginners teachers, Teacher training, Narrative research