Professores em período de inserção na carreira: contribuições de uma proposta de acompanhamento
Carregando...
Arquivos
Data
2021-04-23
Autores
Brande, Carla Andréa
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta narrativa-pesquisa tem como temática a formação docente, especificamente, a formação de professores em período de inserção na carreira, aqui entendido como o período de entrada na vida profissional docente, de ingresso na carreira. As investigações recaíram sobre o curso “Professores iniciantes: a partilha de dilemas e saberes”, oferecido como curso de extensão pela UNESP (Universidade Estadual Paulista), câmpus de Rio Claro, voltado para professores em período de inserção na carreira e que pretendeu instituir um espaço de acompanhamento, de estudos e de problematizações da constituição docente. Assim, o foco da pesquisa foi o processo de acompanhamento do professor iniciante durante a sua inserção na carreira, considerado, neste trabalho, como acompanhamento profissional. Tal fato significou assumir a responsabilidade por uma formação intencional e sistemática desses professores, no decorrer de sua inserção na carreira. A questão norteadora da pesquisa foi: quais as contribuições da proposta do curso de formação, voltado a professores em período de inserção na docência, que viabiliza um processo de acompanhamento profissional, para a formação de tais professores? O objetivo geral deste estudo correspondeu a analisar o desenvolvimento do curso de formação voltado para professores em período de inserção na docência, de forma a identificar as possíveis contribuições deste processo de acompanhamento na formação de professores, em início de carreira, com experiência de até 5 anos, inseridos no contexto da Educação Infantil e do Ensino Fundamental. Participaram do referido curso de formação oito professores em processo de inserção profissional, ex-alunos do curso de Pedagogia da UNESP (Rio Claro), formados a partir de 2012, que ingressaram como professores efetivos e ou contratados na Rede Municipal de Educação de Rio Claro, a partir do ano de 2012, incluindo aqueles que ingressaram até o final de 2016. O curso ocorreu de março a novembro de 2017 e teve uma carga horária de 40 horas, com encontros presenciais. A perspectiva metodológica, utilizada nesse estudo, corresponde à pesquisa narrativa, a qual se volta para o singular, o local, o imprevisível e o implicado. Organiza-se a partir da experiência particular dos sujeitos, no que é contextual e singular, apoiada no referencial teórico bakhtiniano, explorando os conceitos de exotopia, autor criador, ato responsável e pesquisa como criação. Também se realizou um levantamento teórico, a partir de pesquisa no Catálogo de Teses e Dissertações da CAPES, com a busca de teses defendidas, entre 2013 e 2017. Procurou-se sistematizar as contribuições dessas pesquisas sobre a formação docente e o acompanhamento de professores em período de inserção profissional. As ações formativas, vivenciadas no referido curso, eram pautadas pela valorização dos princípios de coletividade, linguagem/interlocução e empoderamento. Compuseram a maneira, instituída naquele espaço tempo, de acompanhamento dos professores em período de inserção na carreira, entendido como as práticas construídas para apoiá-los, em período de inserção na carreira, no avanço de seu processo de constituição docente. Práticas essas constituídas pelo olhar e escuta atentos das formadoras, propiciando a escolha de textos para viabilizar o interrogar-se sobre as relações educativas, a colocação de contrapalavras para desencadear o diálogo capaz de possibilitar a análise das práticas pedagógicas, a elaboração de experiências estéticas, desencadeadoras de um clima propício ao estabelecimento da confiança entre os pares, de lugar seguro, que nos cuida e onde é possível dizer o que nos passa, o que nos acontece, a proposição de documentários, a partir dos quais se deu a reflexão do movimento para “enxergar-se além” e a promoção da interlocução, propiciando a partilha de problemas e a elaboração de um conhecimento novo – partilhado.
This narrative-research has as its theme teacher training, specifically, teacher training in a period of entry into the career, here understood as the period of entry into professional teaching life, of entry into the career. The investigations focused on the course “Beginning teachers: sharing dilemmas and knowledge”, offered as an extension course by UNESP (Universidade Estadual Paulista), campus of Rio Claro, aimed at teachers in a period of entry into the career and who intended to establish a space for follow-up, studies and problematization of the teaching constitution. Thus, the focus of the research was the process of monitoring the beginning teacher during their insertion in the career, considered, in this work, as professional monitoring. This fact meant taking responsibility for an intentional and systematic training of these teachers, during their career insertion. The guiding question of the research was: what are the contributions of the proposal of the training course, aimed at teachers in a period of insertion in teaching, which enables a process of professional monitoring, for the training of such teachers? The general objective of this study was to analyze the development of the training course aimed at teachers in a period of entry into teaching, in order to identify the possible contributions of this monitoring process in the training of teachers, at the beginning of their career, with experience of up to 5 years, inserted in the context of Kindergarten and Elementary School. Eight teachers in the process of professional insertion participated in the training course, former students of the Pedagogy course at UNESP (Rio Claro), who graduated from 2012, who joined the Municipal Education Network of Rio Claro as permanent teachers, from the year 2012, including those who joined by the end of 2016. The course took place from March to November 2017 and had a workload of 40 hours, with face-to-face meetings. The methodological perspective used in this study corresponds to narrative research, which focuses on the singular, the local, the unpredictable and the implied. It is organized from the subjects' particular experience, in what is contextual and singular, supported by the Bakhtinian theoretical framework, exploring the concepts of exotopy, creative author, responsible act and research as creation. A theoretical survey was also carried out, based on research in the CAPES Theses and Dissertations Catalog, with the search for theses defended, between 2013 and 2017. We sought to systematize the contributions of these researches on teacher education and monitoring of teachers in period of professional insertion. The formative actions, experienced in that course, were guided by the appreciation of the principles of collectivity, language/interlocution and empowerment. They made up the way, established in that space-time, of monitoring teachers in a period of insertion in the career, understood as the practices built to support them, in a period of insertion in the career, in the advancement of their process of teacher constitution. These practices are constituted by the attentive look and listening of the trainers, providing the choice of texts to enable the questioning about educational relationships, the placement of counterwords to trigger the dialogue capable of enabling the analysis of pedagogical practices, the elaboration of aesthetic experiences, triggering a climate conducive to establishing trust between peers, a safe place that takes care of us and where it is possible to say what happens to us, what happens to us, the proposition of documentaries, from which the movement's reflection took place. to “see oneself beyond” and the promotion of dialogue, enabling the sharing of problems and the elaboration of new – shared knowledge.
This narrative-research has as its theme teacher training, specifically, teacher training in a period of entry into the career, here understood as the period of entry into professional teaching life, of entry into the career. The investigations focused on the course “Beginning teachers: sharing dilemmas and knowledge”, offered as an extension course by UNESP (Universidade Estadual Paulista), campus of Rio Claro, aimed at teachers in a period of entry into the career and who intended to establish a space for follow-up, studies and problematization of the teaching constitution. Thus, the focus of the research was the process of monitoring the beginning teacher during their insertion in the career, considered, in this work, as professional monitoring. This fact meant taking responsibility for an intentional and systematic training of these teachers, during their career insertion. The guiding question of the research was: what are the contributions of the proposal of the training course, aimed at teachers in a period of insertion in teaching, which enables a process of professional monitoring, for the training of such teachers? The general objective of this study was to analyze the development of the training course aimed at teachers in a period of entry into teaching, in order to identify the possible contributions of this monitoring process in the training of teachers, at the beginning of their career, with experience of up to 5 years, inserted in the context of Kindergarten and Elementary School. Eight teachers in the process of professional insertion participated in the training course, former students of the Pedagogy course at UNESP (Rio Claro), who graduated from 2012, who joined the Municipal Education Network of Rio Claro as permanent teachers, from the year 2012, including those who joined by the end of 2016. The course took place from March to November 2017 and had a workload of 40 hours, with face-to-face meetings. The methodological perspective used in this study corresponds to narrative research, which focuses on the singular, the local, the unpredictable and the implied. It is organized from the subjects' particular experience, in what is contextual and singular, supported by the Bakhtinian theoretical framework, exploring the concepts of exotopy, creative author, responsible act and research as creation. A theoretical survey was also carried out, based on research in the CAPES Theses and Dissertations Catalog, with the search for theses defended, between 2013 and 2017. We sought to systematize the contributions of these researches on teacher education and monitoring of teachers in period of professional insertion. The formative actions, experienced in that course, were guided by the appreciation of the principles of collectivity, language/interlocution and empowerment. They made up the way, established in that space-time, of monitoring teachers in a period of insertion in the career, understood as the practices built to support them, in a period of insertion in the career, in the advancement of their process of teacher constitution. These practices are constituted by the attentive look and listening of the trainers, providing the choice of texts to enable the questioning about educational relationships, the placement of counterwords to trigger the dialogue capable of enabling the analysis of pedagogical practices, the elaboration of aesthetic experiences, triggering a climate conducive to establishing trust between peers, a safe place that takes care of us and where it is possible to say what happens to us, what happens to us, the proposition of documentaries, from which the movement's reflection took place. to “see oneself beyond” and the promotion of dialogue, enabling the sharing of problems and the elaboration of new – shared knowledge.
Descrição
Palavras-chave
Professores em período de inserção profissional, Acompanhamento docente, Formação docente, Perspectiva Bakhtiniana, Pesquisa narrativa, Teachers in a period of professional insertion, Teaching accompaniment, Teacher training, Bakhtinian Perspective, Narrative research