Professores principiantes de educação física na educação infantil: as implicações na inserção profissional
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Data
2019-09-20
Autores
Santos, Daniela dos
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Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho tem como objetivo geral compreender o processo de inserção profissional de professores de Educação Física (EF) escolar na educação infantil. Além disso, tem como objetivos específicos buscar: a) averiguar as possibilidades de inserção profissional na literatura; b) identificar e analisar as propostas de acolhimento e acompanhamento para professores de EF principiantes na literatura; c) descrever e analisar os elementos de inserção profissional, no que diz respeito ao acolhimento e acompanhamento vistos no cotidiano de algumas escolas; e d) identificar e analisar a percepção de professores principiantes e professores coordenadores sobre a inserção profissional. Optou-se, para o desenvolvimento desse trabalho, pela metodologia de pesquisa qualitativa, estudo exploratório que utiliza como técnicas: observação participante, entrevista semiestruturada e análise de conteúdo. Os participantes dessa entrevista foram cinco professores de Educação Física em início de carreira, atuantes na educação infantil de uma rede municipal do interior de São Paulo há, aproximadamente, quatro anos (professor principiante) e seus respectivos professores coordenadores, os quais trabalham com aqueles nas mesmas escolas, totalizando dez participantes. Em todas as etapas foram utilizados termos de consentimento livre e esclarecido, aprovado pelo Comitê de Ética da instituição de desenvolvimento. A partir da observação participante das aulas e do horário de trabalho pedagógico coletivo, além das entrevistas semiestruturadas com os professores principiantes e com os professores coordenadores, chegamos aos resultados da pesquisa, aglutinando os dados em três grandes eixos de discussão: 1) A organização do trabalho docente e sua complexidade, em que apresentamos a prática docente dos professores, bem como influências da formação inicial e da experiência nessa prática; 2) Os desafios dos PP de Educação Física na educação infantil, tanto a partir da visão dos próprios professores como de suas coordenadoras pedagógicas; 3) A ideia de acompanhamento do trabalho docente, perpassando as diferentes perspectivas de auxílio aos professores e os caminhos e iniciativas existentes nas escolas. De forma geral, o estudo nos mostra que a forma como ocorre o processo de inserção dos professores de Educação Física na educação infantil, varia muito e depende de diferentes aspectos, como a formação inicial, as particularidades do contexto onde eles atuam, da forma como a escola e os agentes presentes nela os enxergam e auxiliam e, as experiências vividas tanto na formação inicial, como na ressignificação das experiências na própria prática, enquanto professores em exercício. Como conclusão se propõe o desafio de pensar a proposta de um trabalho colaborativo que parta dos próprios personagens da escola (professores principiantes, professores coordenadores e demais professores), conscientizando-os sobre a importância dessa fase e do apoio mútuo. Do mesmo modo, também são propostas formas de acompanhar o trabalho docente dos professores principiantes, mesmo na difícil rotina do dia-a-dia da escola, como: formações nos horários de trabalho pedagógico coletivo e individual que tenham esse propósito. Ademais, consideramos também as possibilidades formativas junto às instâncias superiores, como a Secretaria Municipal de Educação, bem como na possibilidade de criação de uma possível política pública de inserção profissional na rede em questão.
The main objective of this research was to identify and describe the professional insertion process of physical education teachers in early childhood education. Specifcally it aimed to: a) understand the existent possibilities of professional insertion in literature; b) identify proposals for welcoming and accompaniment for novice physical education teachers in literature; c) verify novice teachers´ and coordinators perception of professional insertion; d) describe professional insertion elements, according to welcoming and accompaning in school life. In this trajectory our theoretical framework adresses and sets early childhood education and how physical education is perceived in this field. Subsequently following, a way was set out to identify formative processes, discussing the necessary elements for teacher´s professional development, providing imputs for professional insertion to then get to the first step of professional insertion (supervised practice) and its effects in professional insertion and trajectory. At the end, understandig this way as part of teacher´s profissionalization process, we bring its concepts and implications. The research participants were five novice physical education teachers, working at Municipal Schools of Children´s Education in São Paulo countryside for almost four years (novice teachers) and their respective coordinators, numbering 10 participants. The Informed Consent Form aproved by the University Ethics Comitee was used in all steps of this research. From participant observation of the classes and colective pedagogical periods, also from half-structured interviews with novice teachers and coordinators, this research results were analysed by the technic of Content Analysis, enabling to gather all the categorized data in three main axes of results presentation, analysis and discussion: 1) organization and complexity of teacher´s work, in wich teacher´s practices were presented, including initial formation influences and practical experience in this area; 2) novice teachers´ chalenges in children‘s physical education, from the own teachers point of view and their educational coordinators, 3) the idea of accompaning teacher´s work, going through different perspectives about helping teachers and existing paths and initiatives in schools. Concluding, this research shows that physical education teachers´ professional insertion process in early childhood education can be variable and depends on initial formation, particularities of the context in wich they perform, the way wich school and its actors see and help them, and, not less important, lived experience in initial formation as well as ressignification of own practice experiences, while current teachers. It is proposed to think about a collaborative work from all school actors themselves (novice teachers, coordinators and expert teachers), not only awaring about the importance of this stage and mutual support, but also proposing accompaning ways of novice teachers´ work, such as instruction in collective pedagogical work schedule and individual pedagogical work schedule with this purpose, and orientation notebooks production to novice teachers. Moreover, consider formative possibilities with higher instances, such as Municipal Secretary of Education, with the possibility of creating a public policy for professional insertion in this network
The main objective of this research was to identify and describe the professional insertion process of physical education teachers in early childhood education. Specifcally it aimed to: a) understand the existent possibilities of professional insertion in literature; b) identify proposals for welcoming and accompaniment for novice physical education teachers in literature; c) verify novice teachers´ and coordinators perception of professional insertion; d) describe professional insertion elements, according to welcoming and accompaning in school life. In this trajectory our theoretical framework adresses and sets early childhood education and how physical education is perceived in this field. Subsequently following, a way was set out to identify formative processes, discussing the necessary elements for teacher´s professional development, providing imputs for professional insertion to then get to the first step of professional insertion (supervised practice) and its effects in professional insertion and trajectory. At the end, understandig this way as part of teacher´s profissionalization process, we bring its concepts and implications. The research participants were five novice physical education teachers, working at Municipal Schools of Children´s Education in São Paulo countryside for almost four years (novice teachers) and their respective coordinators, numbering 10 participants. The Informed Consent Form aproved by the University Ethics Comitee was used in all steps of this research. From participant observation of the classes and colective pedagogical periods, also from half-structured interviews with novice teachers and coordinators, this research results were analysed by the technic of Content Analysis, enabling to gather all the categorized data in three main axes of results presentation, analysis and discussion: 1) organization and complexity of teacher´s work, in wich teacher´s practices were presented, including initial formation influences and practical experience in this area; 2) novice teachers´ chalenges in children‘s physical education, from the own teachers point of view and their educational coordinators, 3) the idea of accompaning teacher´s work, going through different perspectives about helping teachers and existing paths and initiatives in schools. Concluding, this research shows that physical education teachers´ professional insertion process in early childhood education can be variable and depends on initial formation, particularities of the context in wich they perform, the way wich school and its actors see and help them, and, not less important, lived experience in initial formation as well as ressignification of own practice experiences, while current teachers. It is proposed to think about a collaborative work from all school actors themselves (novice teachers, coordinators and expert teachers), not only awaring about the importance of this stage and mutual support, but also proposing accompaning ways of novice teachers´ work, such as instruction in collective pedagogical work schedule and individual pedagogical work schedule with this purpose, and orientation notebooks production to novice teachers. Moreover, consider formative possibilities with higher instances, such as Municipal Secretary of Education, with the possibility of creating a public policy for professional insertion in this network
Descrição
Palavras-chave
Inserção profissional, Educação infantil, Desenvolvimento profissional, Formação de professores, Professional insertion, Children education, Professional development, Teacher formation