Stay in teaching: what do beginning teachers beginning out of Pibid?
This article analyzes the process of professional insertion and its relation with the prospects of permanence or withdrawal from teaching profession among beginner teachers, egresses from the Institutional Program of Teaching Initiation Scholarship (Pibid, the acronym in Portuguese) of the Pedagogy...
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Portal de Pediódicos Eletrônicos da UFRN |
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Cavalcante, Maria Mikaele da Silva Sabino de Farias, Isabel Maria |
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Cavalcante, Maria Mikaele da Silva Sabino de Farias, Isabel Maria Stay in teaching: what do beginning teachers beginning out of Pibid? |
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Cavalcante, Maria Mikaele da Silva Sabino de Farias, Isabel Maria |
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Cavalcante, Maria Mikaele da Silva |
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Stay in teaching: what do beginning teachers beginning out of Pibid? |
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Stay in teaching: what do beginning teachers beginning out of Pibid? |
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Stay in teaching: what do beginning teachers beginning out of Pibid? |
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Stay in teaching: what do beginning teachers beginning out of Pibid? |
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stay in teaching: what do beginning teachers beginning out of pibid? |
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This article analyzes the process of professional insertion and its relation with the prospects of permanence or withdrawal from teaching profession among beginner teachers, egresses from the Institutional Program of Teaching Initiation Scholarship (Pibid, the acronym in Portuguese) of the Pedagogy course of a Northeastern Brazilian university. The theoretical framework was based on the studies of Garcia (2010), André (2012, 2015), Nóvoa (2009) and Darling-Hammond (2014), among others. The study, of a qualitative and empirical nature, resorted to the use of interviews as a data collection procedure. Beginner teachers indicate positive expectations regarding the permanence in the teaching career, while they also complain about the loneliness experienced at the beginning of their career. The research findings reinforce the argument of researchers in the area of teacher formation adopted as references, who consider the first years of initiation to the profession decisive in the teacher's professional history. In this way, they confirm the importance of support for beginner teachers, an urgent and necessary demand within the scope of public educational policies. |
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Portal de Periódicos Eletrônicos da UFRN |
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2020 |
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https://periodicos.ufrn.br/educacaoemquestao/article/view/22474 |
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1766682785851899904 |
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oai:periodicos.ufrn.br:article-224742021-03-31T17:24:11Z Stay in teaching: what do beginning teachers beginning out of Pibid? Manténgase en la enseñanza: ¿qué hacen los profesores iniciales que empiezan con Pibid? Permanecer na docência: o que revelam professores iniciantes egressos do Pibid? Cavalcante, Maria Mikaele da Silva Sabino de Farias, Isabel Maria Docência. Permanência. Professor Iniciante. Pibid. Teaching. Permanence. Beginner Teacher. Pibid. Docencia. Permanencia. Profesor principiante. Pibid. This article analyzes the process of professional insertion and its relation with the prospects of permanence or withdrawal from teaching profession among beginner teachers, egresses from the Institutional Program of Teaching Initiation Scholarship (Pibid, the acronym in Portuguese) of the Pedagogy course of a Northeastern Brazilian university. The theoretical framework was based on the studies of Garcia (2010), André (2012, 2015), Nóvoa (2009) and Darling-Hammond (2014), among others. The study, of a qualitative and empirical nature, resorted to the use of interviews as a data collection procedure. Beginner teachers indicate positive expectations regarding the permanence in the teaching career, while they also complain about the loneliness experienced at the beginning of their career. The research findings reinforce the argument of researchers in the area of teacher formation adopted as references, who consider the first years of initiation to the profession decisive in the teacher's professional history. In this way, they confirm the importance of support for beginner teachers, an urgent and necessary demand within the scope of public educational policies. Este artículo analiza el proceso de inserción profesional y su relación con las perspectivas de permanencia o retiro de la profesión docente de docentes principiantes, egresados del Programa Institucional de Beca de Iniciación a la Docencia (Pibid, sigla en portugués) del curso de Pedagogía de una universidad del Nordeste brasileño. El marco teórico se basó en los estudios de García (2010), André (2012, 2015), Nóvoa (2009) y Darling-Hammond (2014), entre otros. El estudio, de naturaleza cualitativa y empírica, recurrió al uso de entrevistas como procedimiento de recolección de datos. Los docentes principiantes señalan expectativas positivas con respecto a la permanencia en la carrera docente, mientras que también se quejan de la soledad vivida al inicio de su carrera. Las constataciones de la investigación refuerzan el argumento de los investigadores del área de formación de profesores adoptados como referencia, quienes consideran los primeros años de iniciación a la profesión decisivos en la trayectoria profesional del docente. Confirman, así, la importancia del apoyo a los docentes principiantes, una demanda urgente y necesaria en el ámbito de las políticas educativas públicas. Este artigo analisa o processo de inserção profissional e sua relação com as perspectivas de permanência ou desistência no magistério entre professores iniciantes, egressos do Programa Institucional de Bolsa de Iniciação à Docência (Pibid) do curso de Pedagogia de uma universidade nordestina brasileira. O referencial teórico teve como base os estudos de Garcia (2010), André (2012, 2015), Nóvoa (2009) e Darling-Hammond (2014), entre outros. O estudo, de natureza qualitativa e empírica, recorreu ao uso de entrevista como procedimento de coleta de dados. Os professores iniciantes indicam possuir expectativas positivas quanto à permanência na carreira docente, ao mesmo tempo que também reclamam da solidão vivenciada no início da carreira. As constatações da pesquisa reforçam o argumento de pesquisadores da área da formação de professores adotados como referências, os quais consideram os primeiros anos de iniciação à profissão decisivos na história profissional do professor. Confirmam, desse modo, a importância do apoio aos docentes iniciantes, uma demanda urgente e necessária no âmbito das políticas públicas educacionais. Portal de Periódicos Eletrônicos da UFRN 2020-10-23 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://periodicos.ufrn.br/educacaoemquestao/article/view/22474 Revista Educação em Questão; v. 58 n. 58 (2020): out./dez. 2020 1981-1802 0102-7735 10.21680/1981-1802.2020v58n58 por https://periodicos.ufrn.br/educacaoemquestao/article/view/22474/13387 |