Percepções e vivências de professoras iniciantes acerca dos desafios e das potencialidades em turmas de alfabetização

Abstract

This study is part of a Professional Master's research project in the Postgraduate Program in Education at the Federal University of Lavras, linked to the "Trilhas do Futuro Educadores" Program of the Minas Gerais State Department of Education. The research focuses on the experience of teachers who begin teaching in literacy classes, assuming the commitment to initiate teaching and literacy. Observing the context experienced by beginning teachers revealed the need to formalize an investigation on this theme, whose problem was: What are the dilemmas and potentialities evidenced in the daily lives of beginning teachers and literacy instructors working in the early years of elementary school? The general objective of the research is to analyse the perceptions of beginning literacy teachers regarding the experiences and challenges that mark the start of teaching in the first and second years of elementary school. It is based on the assumption that school is a place of learning and professional teacher development, and that the first years mark the professional trajectory of teachers. The theoretical framework is anchored in authors such as Garcia (1999, 2010), Huberman (1992), Nóvoa (2022), Gatti (2017), among others. The methodological approach is based on a qualitative, exploratory approach, and uses narratives obtained from a focus group among six beginning teachers and a semi-structured interview with two pedagogical supervisors working in the early years of elementary school in municipal schools in a city in southwestern Minas Gerais as the data collection instrument. The analysis of Prosa (André, 1987) guided the interpretative process and the in-depth study of the beginning of career of this teachers in literacy classrooms. The educational product resulting from this research consisted of the development and applicaton of a training workshop for beginning teachers, structured as a specific continuing education strategy aimed at strengthening and consolidating professional teacher development at the start of their careers. The results showed that the entry of beginning teachers into literacy classes is marked by tensions, vulnerabilities, and intense professional learning. The absence of structured induction processes, systematic monitoring and continuous institutional support exacerbated insecurities and isolation feeling, hindering their integration into the daily school routine. It is noteworthy that, within the scope of the research, a case of teacher abandonment associated with the lack of formative and institutional support at the beninning of a career was observed, reinforcing the need for the implementation and structuring of induction policies capable of promoting teacher retention and professional development.