O Professor Iniciante na Profissão Docente na Escola do Campo na Amazônia

Abstract

The choice for teaching while I went into a teaching course did not signify exactly to keep teaching. Whoever is in a profession lives steps, that for some may be easy while for others be stopped. The first step to get into a job is carreer entrance, where many young people pass through a “Reality shock” (HUBERMAN, 2000), a moment that occurs the confrontation of what has been learnt at the university with the reality lived inside classrooms, step known for its survival and discovery of the job itself, which can not only motivate the beginning teacher to keep working but also make this professional give up. In countries such as Spain and Portugal there are different researches analyzing this step into this occupation, directed to observe: the beginning influence at the first moments at university, school context, personal features, and supporting programs for those who have begun the job and etc. In Brazil, there is a little research but there has been a confirmation of young teachers facing different difficulties at this step, such as: lack of adaption to the school environment, too many students in class, worse hours, problems to organize the school time to work the content, lack of support at the school and many other problems. When the beginning teacher entrance is analyzed in the country side and without experience in teaching, the lack of research gets even worse. Therefore, this research has had the goal of probing the beginning teacher entrance into practice in the countryside of Santarém in the State of Pará, supported by qualitative research, in book research as well as field research having the location a school known as Elementary and children municipal school Antônio da Silva Barbosa, at Serra Grande Vila Nova community, in the region of Eixo Forte in Santarém. Semi-structured interviews, the content and non-participant analysis to get access to data were used. The field sample is defined as: 2 beginning teachers, 1 school principal, 1 field- plateau school coordinator. From the research it has been identified that beginning teacher from the countryside of Santarém. The countryside school has not been identified as a space for professional acting due to lack of discussion and practice in the academic context in this scene, for giving a privilege to the urban school instead. One can highlight the PIBID program as being relevant at this formative step, much more than the compulsory school training, for allowing a bigger contact with school which gets easier by the possibility of continuing beyond a year of activities developed inside the project. The school opens a professional development when it provides a dialogue space, mutual help among professional, while attending its demands and help them solve classroom problems related to students as well as filling documents to be given to the school’s secretary and others. One could notice the beginning teachers as this type of professional, learning to be teachers, seeing the pedagogical practice an opportunity to improve and therefore searching for to be teachers similar or better than those ones who also motivated them positively at different steps in school life and observing the practice of teachers with more experience in the countryside. Despite the difficulties felt at the this first year of professional acting, they do not want to quit teaching, they feel committed to Education. However, they do not value basic education as a place for professionalism which can allow continuation of teaching exercise, looking towards Universty teaching.