Estreantes no ofício de ensinar na educação profissional e tecnológica

• Ano de defesa: 2019
• Autor(a) principal: Wiebusch, Eloisa Maria
• Orientador(a): Vitória, Maria Inês Corte
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Escola de Humanidades
• País: Brasil
• Palavras-chave em Português: Professores Estreantes; Ducação Profissional e Tecnológica; Formação Docente; IFSUL; Mentoria
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede2.pucrs.br/tede2/handle/tede/8850

The present study investigated the construction process of beginners in the teaching profession in professional and technological education – bachelors – who have become teachers. For this study, the teaching novice is the person with up to five years of teaching. The profile investigated includes bachelors, masters and/or doctors from different areas of formation. Theoretical contribution included the works of Marcelo García et al. (2016), Marcelo García and Vaillant (2018), Morosini (2018), Nóvoa (2016), Pacheco (2011), Tardif (2014), Vitória (2018), and Zabalza (2018) among others. This research has both qualitative and quantitative approaches. The instruments for data collection included semi-structured interviews, photo/image, hybrid questionnaire, documentary analysis, observation and class diaries. The actors of the research were novice teachers, bachelors, pedagogical assistants and students from integrated high school to specialization. Our research scenario was centering in the Federal Institute of Education, Science and Technology of Rio Grande do Sul (IFSUL), campus of Venâncio Aires (RS). The use of the principles of Content Analysis, proposed by Bardin (2009), for the reading, analysis and interpretation of the data was done through Atlas.ti software. As a result we can highlight the procedural nature that the teaching career requires of the novice teacher until become a senior teacher; the need to identify with the new profession; the learning to be a teacher; the deepening of different competences; the serenity to welcome the unprecedented ones of a classroom; the practicing of solidarity among peers, the requirement of alignment with the guidelines and norms in force in the Federal Institutes. We can also highlight the importance of the novice to recognize himself as a full-time trainer; the reflection on the reception of the novice teacher; the act of assuming the processes of teaching and learning; the place of students in planning; the healthy working environment, the openness to contemporary educational demands and the teaching as a source of happiness. The findings of research are composed in the form of pedagogical principles and formative practices that have become part of the propositional character that a study of this nature demands. In order to contribute to the novice teachers, we have created a proposal that we call Mentor and Institutional Accompaniment for Novice in Teaching (MAIED) to be implemented in the field of research of the researcher – IFSUL. Keywords: Novice Teachers. Professional and Technological Education. Teacher Formation. IFSUL. Mentoring.