Aprender a profissão docente "na prática": apontamentos e problematizações em torno da formação de professoras/es de geografia em início de carreira

Abstract

A fundamental milestone in teacher education is career entry. It is a moment of rapid and intense teaching learning that often happens under strong pressure and without any support. Supported by references from teacher education and studies on beginner teachers, we analyzed the trajectory of young Geography teachers in the metropolitan region of Belo Horizonte, in the state of Minas Gerais, in Brazil. Through data produced from questionnaires and semi-structured interviews, we analyzed the processes of professional insertion of these teachers, identifying difficulties faced and paths built to follow in the profession, as well as consequences of these forms of insertion for schoolteachers. Identifying objects, sources, and learning processes of these teachers allowed a broad and problematizing analysis of the teacher education process at this stage of the teachers’ life cycle, pointing to the need to build forms of insertion in teaching that are different from those that have predominated in Brazilian schools.