Formação de professoras alfabetizadoras iniciantes: travessias nos primeiros anos de atuação

Abstract

This dissertation presents a study that is part of the research line “Educational Institutions, Curriculum, Training and Teaching Work” of the School, Curriculum and Teacher Training Research Group. Based on the perception that teacher training processes are inherent to the work of literacy teachers, especially at the beginning of their careers, the research had the general objective of understanding the relationships between the beginning of the careers of literacy teachers in the public education system of São Luís/MA and initial teacher training. The specific objectives were established: to characterize the initial training of literacy teachers based on the pedagogical project of the Pedagogy course and the training spaces experienced during the undergraduate course; to investigate the process of welcoming and monitoring beginning literacy teachers by the school management team; to analyze the experiences narrated by literacy teachers at the beginning of their careers, based on their professional experiences. The studies by Charlot (2013; 2014), Freire (2013a; 2013b; 2014), Nóvoa (2010; 1995), Soares (2013; 2018), Kleiman (2008; 2006), Huberman (2000), Alarcão and Roldão (2014) and Marcelo (2010) were used as the basis for the theoretical contribution. A State of the Art bibliographic survey was carried out to characterize the studies on beginning teachers in literacy, as well as a documentary analysis of the Pedagogical Project of the Pedagogy Course at the Federal University of Maranhão regarding training to work in literacy. The field research was carried out based on semi-open questionnaires with the management team of three schools in the municipal network of São Luís, in addition to narrative interviews with five teachers from these schools who started teaching in the last three years and work in the literacy cycle. The interviews were conducted considering the research methodology and narrative analysis proposed by Schütze (2013). The analysis of the narratives was organized based on the three dimensions of the educational-training process proposed by Charlot (2014): humanization, singularization and socialization. The results demonstrated that the initial training process requires immersion in school contexts. It was also observed that the beginning of a teaching career is marked by conflicts and collaborations, with the support of experienced teachers and interaction with peers and students being essential. In addition, it was evidenced how teachers face the challenges of literacy by adapting their pedagogical practices to their subjectivities and school contexts. The research concludes that the beginning of the career of literacy teachers and its relationship with initial training permeate humanization, socialization and singularization, reinforcing the need for educational policies that contemplate support for teachers in these three formative dimensions.