Condições de ingresso à docência na rede municipal de Santo André: desafios dos professores iniciantes e proposta de integração colaborativa

Abstract

This research deals with the conditions of entry of the teacher in the municipal network of Santo André, in which the teacher starts his activities as a substitute. For this reason, the demands of work put you in front of numerous demands and challenges. Based on this premise, the investigation was guided by the following questions: What are the aspects related to the complexity of entering the teaching profession, the challenges and adversities encountered during the initial trajectory of teachers? What are the possibilities for carrying out training that takes place at work, in the school environment, in a collaborative way? Its general objective is to identify whether the initial condition of entry impacts professional development and, as specific objectives, to verify how the insertion of teachers in the network takes place, as well as to present elements that support the construction of integration policies, in order to provide opportunities for on-the-job training. , in the collaborative context. It starts, therefore, from the premise that due attention is not given to the organization of policies aimed at the integration of teachers who experience challenges from the moment they enter the network, regardless of whether it is their first experience of teaching or already have previous experiences in other networks. The universe of the research was the municipal education network of Santo André, and the subjects were nine teachers who work or have acted as substitutes in different schools and regions of the city, as well as four managers who have already experienced, in educational or school management, the bureaucratic procedures and the arrival of new teachers at the school, respectively. The methodology used was qualitative, and the data collection instruments were: survey of dissertations and theses on the subject; analysis of normative references; non-directive interviews with managers; focus group with four substitute teachers who work in schools in different regions of the city; and a collaborative mentoring group with five new teachers in a municipal school. To theoretically base teacher training, Freire (1996), Nóvoa (2008; 2009; 2017) and Gatti (2010) were used; with regard to teaching policies and educational policies, the contributions of Gatti (2011) and Shiroma (2007) were used. Finally, with regard to collaborative training, the starting point was the ideas of Imbernón (2011), Fullan and Hargreaves (2001) and Bioto (2021). The study carried out allows us to conclude that the admission conditions, the lack or incipience of integration policies and the working conditions greatly impact the development of beginning teachers, as this is a particularly sensitive moment in the professional cycle and, therefore, full of challenges. specific to those who are becoming teachers, that is, preparing to exercise this complex profession in adverse working conditions, among which we highlight aspects related to teaching, precariousness and entry into the teaching profession.