Tornar-se professor no contexto de pandemia

Abstract

The beginning teacher, when entering the context of the classroom and the school, goes through great challenges which can generate questions or concerns. The theme of this research is focused on this period in which the beginning teacher must be overcome, which aims to understand how this period of overcoming the beginning teacher in the school context took place when this institution also overcame the challenge of Education in a Pandemic. For this, the general objective of the research was to investigate the process of professional insertion of beginning teachers in the context of the Covid-19 Pandemic. To achieve this objective, this research has a qualitative methodology, of the exploratory type, with a data collection method through questionnaires and interviews, where the questionnaire was released to graduates of the Pedagogy Course at UFLA and then based on the responses From the questionnaires, 10 new teachers of the pandemic were selected to be interviewed. As the main theoretical contribution, studies by Huberman (1993), Garcia (2009), Nóvoa (2011), Papi and Martins (2010), Nono (2011) and Gatti et.al. (2019) to describe the complexity and specificities of the teacher's beginner period at school and in the classroom. And in the studies of Canário (1998), Imbernon (2005) and Saviani (1996) to highlight the importance of the professional constitution of this beginning teacher. The analysis categories were defined a priori and others emerged from the interviewees' speeches, namely: Initiation of the teaching profession: the conflict between the ideal and the school reality; Attitudinal Knowledge: between values, behaviors and experiences; Contextual Critical Knowledge: the task of educating; Specific Knowledge: the knowledge society; Pedagogical Knowledge: professional identity and educational perspective; Didactic-Curricular Knowledge: the educator-student relationship. As main results, it is highlighted that the majority of the interviewed teachers had difficulties to integrate the school team, they were not able to establish an effective access with the management team, they found a resistance to establish a partnership with the experienced peers, they found difficulties in maintaining the contact with families, difficulty in establishing teacher-student and student-student relationships, difficulty in forming a study routine with students due to the home environment, during the remote teaching period.