Formação profissional: as dificuldades enfrentadas pelos professores em início de carreira

Abstract

8 ABSTRACT This work fulfills a university requirement for the exercise of academic training, and has as its theme Professional Training: the difficulties faced by teachers at the beginning of their careers. It presents the results of a research carried out by myself, a student of the 8th period of the full degree course in pedagogy. This study aimed to identify the importance of clarity and organization of didactics passed on in the classroom during the pedagogy course in order to better prepare newly graduated teachers for the classroom. The space used to carry out this follow up was the partnerships established with the newly graduated teachers in Maranhão, where they reported their first experiences when leaving the course and entering the reality in the classroom at schools. Mixed methods were used to analyze the research results, combining quantitative and qualitative approaches, collected through a questionnaire. The information on the pedagogical practice obtained in the project was submitted to analysis, which allowed the interpretation of the results, mainly regarding the way that immersion in the teaching pedagogical practice contributes to the process of development and learning of the Pedagogue in their initial training, and how a good organization of these practices, passed on during the course, would help the beginning teacher to face the harsh reality, so he would already have an idea of what was to come. the results of the research show a direct relationship between the divergence between theory and practice and the reality outside the classroom in the course, so it was necessary to reflect on how this would directly affect the performance and development of teachers and how we could intervene or seek measures that could resolve or alleviate this situation.