Professoras iniciantes nos anos iniciais: saberes e práticas como perspectiva articuladora para a sua constituição docente.

Abstract

The present research had as main objective to understand how the beginning teachers are constituting and identifying themselves professionally. Other objectives of this investigation were to analyze how teachers express themselves in relation to the classroom, to observe whether they mobilize any teaching knowledge in the first years of teaching, to look for striking indications in the teachers' perception of teaching and to analyze the difficulties encountered in teaching. These teachers work in the early years, in the public school system in the municipality of Pelotas and are graduates of the degree course in Pedagogy / UFPel. In this way, the study was carried out based on a qualitative research in which the data were obtained through a semi-structured interview. We start from some initial ideas and theoretical references that show that teacher training and the beginning of a career are an important period in the constitution of teachers and recognize that teachers are producers of knowledge. Some authors who supported the discussion were Marcelo García (1999,2010), Schön (1983,1992), Tardif (2008,2014), Huberman (1992), Nóvoa (1992,1995,2013,), Freire (1986,2014), among others. It was possible to observe that the four interviewees revealed that their initial experiences were remarkable with challenging situations, in the same way the practices they develop need to be reflected and that these processes, together with the knowledge acquired in the training, help them to constitute themselves as teachers. The study allows to affirm that the beginning teachers become teachers through the discoveries and challenges, the rescue of their student experiences, the models of their former teachers, the relationship they establish in class with their students and the reflections they make about their practices.