Práticas docentes dos professores iniciantes do ensino básico, técnico e tecnológico: uma constituição múltipla

Abstract

The main objective of this thesis is to describe and analyze the teaching practices of beginning teachers, bachelors, and technologists, of Basic, Technical and Technological Education (EBTT), developed in the Federal Institute of Education, Science and Technology of Maranhão (IFMA). For this, the central question that guided this investigation was: how do beginning teachers of the EBTT develop their teaching practices, given the different processes that regulate them? The empirical material refers to a set of documents composed of laws, resolutions, ordinances, and edicts related to Professional Education, to the EBTT career and to IFMA, as well as narratives and information produced by novice teachers through questionnaires. The answers were problematized and analyzed based on the concept of hypercriticism and practice - of Foucauldian inspiration; furthermore, Foucauldian studies about education, beginning teachers, contemporary teaching, teacher training, professional education, and education and work were used as a theoretical reference for analysis. Thus, in the analytical exercise, the recurrences of the narratives were organized in groups of meaning in the following analytical units: a) The teaching of EBTT beginning teachers in the relationship with students: who are these young people? b) The EBTT teaching work: practices with purposes, challenges, tensions, educational principles and pedagogical responsibility and c) EBTT beginning teacher: scientific research as a training practice and teaching practice. This analytical movement allowed us to defend the thesis that the teaching practices of the EBTT beginning teachers can be produced, simultaneously, by several and numerous activities in teaching, research, extension, management and institutional representation that made it possible to see them as a multiple constitution, in view of the dimensions and adaptability of their practices to different levels, stages and modes of education, required by an institutional hybridization, which in addition to the provision of the verticalized curriculum, also requires a verticalized teaching work.