“Todo mundo acha que pode dizer o que a gente deve fazer”: o processo de inserção de pedagogas revelado nos cadernos de planejamento

Abstract

The professional insertion of teachers has been a challenge for the most diverse fields of society: educational, political, social and economic. In Brazil, there are few institutional initiatives to welcome beginning teachers who has faced challenges in their first years of teaching, what impact their permanence or withdrawal from the profession. This study aimed to understand the insertion process experienced by pedagogues who are starting to work as teachers in the early years regarding the elaboration of teaching planning notebooks. Specifically, we sought to analyze the teaching planning produced by teachers at the beginning of their careers, considered from the narratives of three pedagogues who worked in the early years of Elementary Education in public schools in the municipalities of Sabará and Belo Horizonte. The theoretical-methodological assumptions mobilized in the (auto)biographical research were the narrative interview, with the teaching planning notebooks as research and training devices. The work is based on studies that discuss teaching and teacher training, such as Candau (2014, 2015), Marcelo Garcia (1999), Batista (2008), Gatti (2009, 2017), Cruz (2018, 2020, 2021 ), as well as in (auto)biographical research studies according to Souza (2004; 2014), Josso (2005), Passeggi (2010), Costa (2018), Ravagnoli (2018), Jovchelovitch and Bauer (2002). The results showed that the participating teachers faced paradoxical feelings in the process of professional insertion, which permeated joy, tensions and challenges involving career stability through the public tender. In this process, the planning notebooks emerged as an important tool for the professional insertion of teachers in their careers and in the development of their professionality. It also revealed that the teachers elaborated two types of planning, one to organize the classes day by day and another one bureaucratic to be handed over to the management. In the production of these plans, it was verified that the participants resorted to different sources, for instance, the theoretical knowledge acquired in graduation, the affective memory of teachers who marked them in childhood, the experiences acquired in other fields of work, textbooks and the Common National Curriculum Base. The study proposed as an educational resource the construction of an extension project named “Teaching Cases WITH teachers - telling our training and teaching experiences”, linked to the research group LapenSI (Laboratory of Research in Training Experience and IS Narratives) carried out with male and female teachers in the dimension of reflective training on teaching practice.