Construindo o início da docência: uma doutora em educação vai-se tornando professora dos anos iniciais do ensino fundamental.
Resumo
This investigation, of qualitative nature, sought to know how a Doctor in
Education becomes a teacher of the starting grades of elementary school and was
organized around the following questions: How does the learning of a Doctor in
Education who is beginning to teach the starting grades of elementary school
characterize itself? Are there differences (or not) between the professional learning of
this teacher and the other beginner teachers, without the same academic experience,
investigated on other studies?
The research was developed in two phases. On a first moment, I followed the
building of a beginner teacher s practice by means of her narratives written during the
first semester of the school year and, near the end of the year, I brought back questions
shown in her registries on two interview sessions. On a second moment, when the
teacher was already working in another teaching institution, I got to talk to her again on
three interview sessions, to share my interpretation of the data, clarify some aspects and
give voice to her ideas and analysis. This way, I met at the same time the
methodological (this kind of study demands a comprehension of the meaning attributed
to the data by the teacher) and ethical dimensions (the teacher had reached a more
advanced level on her studies than mine, and on these studies she was the subject).
The data were organized on the following analysis focuses: difficulty in
managing time and the available conditions versus the specific learning difficulties of
the students, difficulty to take control of the situation and learning sources of
professional teaching.
For the data analysis, I took as theoretical reference studies about the building of
teaching beginning, teaching knowledge, the relationship between thought and action,
and five other correlated researches.
The results indicated that even the teacher being a Doctor in Education, her first
teaching year was a period marked by great difficulties and doubts, such as indicated by
the literature in the area. They revealed that teaching knowledge is temporal, plural,
existential, social and pragmatic, as said Tardif and Raymond; confirmed the idea that
the relationship between thought and action is not linear, given that the origin and the
direction of the action must be searched in particular situational conditions in which
practice is made, confirming the ideas of Zabalza; highlighted the importance of
relationship with the students, pairs, theoretical studies and institutional politics as
sources of learning for professional teaching. It was possible to detect points that
revealed, by the data, some differentials brought by the fact of the teacher being a
Doctor in Education. Apparently, this fact was more highlighted on the conceptions than
on the ways of acting.
The importance of support to the teachers on beginning careers by the school
was very highlighted as it is also said by the literature in order to take the teachers
formation process as a collective and continuous construction and, mainly, in order to
keep the students of these teachers from suffering the consequences of their nonexpertise.