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Publication
Início de carreira na rede pública municipal da educação de Fortaleza : narrativas sobre como nos tornamos professoras
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Abstract(s)
O início da carreira no magistério é um período marcado por muitas aprendizagens e desafios que surgem à medida em que ocorre a inserção no cotidiano escolar. Por essa razão, a presente pesquisa investiga o processo de construção da identidade profissional nos primeiros anos de docência entre pedagogas ingressantes na Rede Pública Municipal de Educação de Fortaleza. O que se busca responder é como as experiências e saberes dessas docentes contribuem para a construção da sua identidade profissional? Para tanto, adota-se uma abordagem qualitativa, fundamentada em entrevistas biográficas e narrativas, com o propósito de analisar os processos formativos e as experiências vivenciadas por docentes iniciantes. O referencial teórico que sustenta a investigação sobre o início da carreira e construção da identidade docente compreende os estudos de Huberman (1995), Vaillant e Marcelo (2012), Gatti et al. (2019), Pimenta (2012), Tardif (2013, 2014), Ludke (2013), André (2012), Rodrigues e Mogarro (2019) e Rabelo (2020, 2023). A pesquisa contou com a participação de três professoras pedagogas efetivas, com até três anos de experiência profissional. Os achados indicam que a vivência escolar prévia exerce papel significativo na construção da identidade docente, uma vez que as expectativas sobre a profissão são inicialmente moldadas a partir da experiência como estudantes, sendo posteriormente ressignificadas ou consolidadas ao longo da formação inicial. As participantes destacam a importância das vivências de estágio, sinalizando que uma formação prática limitada pode comprometer a adaptação ao contexto profissional. No início da trajetória docente, evidencia-se a busca por suporte acadêmico, da coordenação pedagógica e dos pares, embora as participantes relatem dificuldades em acessar apoio adequado nas instâncias administrativas da rede municipal. A recente publicação das Diretrizes Curriculares Nacionais para os cursos de formação de professores (2024) suscita reflexões sobre a necessidade de reestruturação dos programas de formação inicial, com vistas a aprimorar a articulação entre teoria e prática. Ademais, destaca-se o desafio da Rede Municipal de Fortaleza em consolidar políticas de suporte pedagógico e formativo direcionadas especificamente aos docentes em fase de inserção profissional.
The beginning of a teaching career is a period marked by many learning experiences and challenges that arise as you integrate into teveryday school life. For this reason, this research investigates the process of building a professional identity in the first years of teaching among newly hired teachers in Fortaleza Municipal Public School System. The central question is: how do the experiences and knowledge of these teachers contribute to the construction of their professional identity? To this end, a qualitative approach was adopted, based on biographical interviews and narratives, with the aim of analyzing the training processes and experiences of novice teachers. The theoretical framework supporting the research into the beginning of a career and the construction of teacher identity includes studies by Huberman (1995), Vaillant and Marcelo (2012), Gatti et al. (2019), Pimenta (2012), Tardif (2013, 2014), Ludke (2013), André (2012), Rodrigues & Mogarro (2019), and Rabelo (2020, 2023). The research involved three permanent teachers with up to three years of professional experience. The results indicate that previous school experience plays a significant role in the construction of teacher identity, as expectations about the profession are initially shaped by experience as students, and are subsequently redefined or consolidated during initial teacher training. The participants emphasize the importance of internship experiences, pointing out that limited practical training can make it difficult to addapt to the professional context. At the start of a teacher career, there is a clear search for academic, coordination, and peer support, although the participants report difficulties in accessing adequate support from the administrative bodies of the municipal network. The recent publication of the National Curriculum Guidelines for Teacher Training Courses (2024) prompts reflections on the need to restructure initial training programs in order to improve the integration between theory and practice. It also highlights the challenge for the Fortaleza Municipal Education Network to consolidate pedagogical and training support policies aimed specifically at teachers in the initial stages of professional integration.
The beginning of a teaching career is a period marked by many learning experiences and challenges that arise as you integrate into teveryday school life. For this reason, this research investigates the process of building a professional identity in the first years of teaching among newly hired teachers in Fortaleza Municipal Public School System. The central question is: how do the experiences and knowledge of these teachers contribute to the construction of their professional identity? To this end, a qualitative approach was adopted, based on biographical interviews and narratives, with the aim of analyzing the training processes and experiences of novice teachers. The theoretical framework supporting the research into the beginning of a career and the construction of teacher identity includes studies by Huberman (1995), Vaillant and Marcelo (2012), Gatti et al. (2019), Pimenta (2012), Tardif (2013, 2014), Ludke (2013), André (2012), Rodrigues & Mogarro (2019), and Rabelo (2020, 2023). The research involved three permanent teachers with up to three years of professional experience. The results indicate that previous school experience plays a significant role in the construction of teacher identity, as expectations about the profession are initially shaped by experience as students, and are subsequently redefined or consolidated during initial teacher training. The participants emphasize the importance of internship experiences, pointing out that limited practical training can make it difficult to addapt to the professional context. At the start of a teacher career, there is a clear search for academic, coordination, and peer support, although the participants report difficulties in accessing adequate support from the administrative bodies of the municipal network. The recent publication of the National Curriculum Guidelines for Teacher Training Courses (2024) prompts reflections on the need to restructure initial training programs in order to improve the integration between theory and practice. It also highlights the challenge for the Fortaleza Municipal Education Network to consolidate pedagogical and training support policies aimed specifically at teachers in the initial stages of professional integration.
Description
Dissertação de mestrado, Educação (Área de Especialidade em Orientação e Supervisão da Prática Profissional), 2025, Universidade de Lisboa, Instituto de Educação
Keywords
Identidade profissional Professores - Formação - Brasil Professores em inicio de carreira Narrativas Dissertações de mestrado - 2025