Professores iniciantes nos anos iniciais do ensino fundamental e a constituição de uma docência engajada

Abstract

This thesis analyzes the processes involved in the constitution of the teaching practice of beginning teachers that work in the Early Grades of Elementary School. It tries to answer the following question: How has the teaching practice of beginning teachers that work in the Early Grades of Elementary School been constituted in public schools in the city of São Leopoldo (RS)? Through the articulation of studies on teacher education, Foucauldian studies and studies on contemporary teaching, from a non-metaphysic perspective, it attempts to understand the insertion of beginning teachers in the teaching profession. The analyzed materials were chosen from on-line questionnaires (Google Forms) sent to all the beginning teachers undergoing a professional internship. Later, a second questionnaire was sent to beginning teachers working in the Early Grades of Elementary School, in articulation with official documents (National Common Basis for Early and Continuing Education of Basic Education Teachers, 2015-2019), and reports from Nova Escola magazine (2020-2019). The analyses, carried out with the use of the concept of “matrix of experience” and grounded on three axes – power, knowledge, and ethics –, allowed us to problematize some specific ways of being a teacher at the beginning of the career focused on the students' learning processes, starting from reinterpretations of the concept of learning language, and show possibilities for thinking about the constitution of an "engaged teaching", consisting of: knowledge of experience, school knowledge, knowledge about teaching, pedagogical knowledge, psychological knowledge, flexible planning based on needs, lifelong learning, pedagogical responsibility, pedagogical intentionality, characteristics of virtuous teaching, dichotomized understanding of theory and practice, a hierarchical relationship between beginning and experienced teachers, and valorization of collective work. The engaged teaching experienced by these beginning teachers, produced in the same contemporary neoliberal rationality, shows that ruptures and other ways of being and exercising teaching are possible, when a formative ethos is configured in schools and in the education network, to which these schools belong. In summary, it is possible to conclude that looking at the three axes of the experience matrix allows not only the analysis of training processes, but also the proposition of training practices for initial teacher education, continuing training and teaching in schools.