O desenvolvimento profissional docente em início de carreira na perspectiva da formação continuada: o caso do Grupo de Estudos e Pesquisa Docência e Alfabetização (DOCA)

Abstract

The teacher induction stage sometimes happens abruptly, triggering irruptions that tend to impact the actions of beginning teachers, as evidenced in the studies by Huberman (2007), Lima (2004), Alarcão and Roldão (2014), Cruz, Farias and Hobold (2020), among others. Research in this area shows that education systems offer little or no assistance to this public (André, 2012; Cruz et al, 2022), who end up facing the tastes and discomforts of teaching through self-developed strategies. Under these assumptions, it is understood that there is an urgent need to develop research and debate on training aspects that welcome teachers at the start of their careers. This paper, therefore, sets out to investigate this issue. In order to do this, she proposes a qualitative case study, the main objective of which is to analyze the importance of the continuing education developed by the university for the professional development of novice teachers. The Teaching and Literacy Study and Research Group (DOCA) at the Federal University of Ceará (UFC) is the privileged space for the development of the research, as it brings together crucial elements for the proposal launched, offering continuing training and welcoming beginning teachers from a public school network, characterizing itself as the locus of the research, as its members are the subjects. The corpus of analysis consists of semi-structured interviews with the group participants and observation of the meetings. As a result, it was observed that discredit on the part of management and colleagues, lack of mastery of school bureaucracy and the strangeness of the male figure in Early Childhood Education were major obstacles during their arrival at the schools, contextualizing the moment they experienced. Furthermore, the training offered by the school system does not meet the teachers' demands, as it does not relate to the day-to-day running of the schools. On the other hand, the teachers' pedagogical practices have been directly influenced by the studies, dialogues and debates generated at DOCA. We conclude by assuming that participation in the study group was of great importance to the participants as it provided them with a warm welcome, sensitive listening, helped them choose pedagogical approaches and made it possible to reflect on the practices developed by the group of teachers, demonstrating the importance of this type of formative approach during the period of initiation into teaching.