Início da carreira docente em uma instituição pluricurricular: o caso do Instituto Federal da Paraíba

• Ano de defesa: 2024
• Autor(a) principal: Pedrosa, Sidny Janaina
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Mestrado Profissional em Políticas Públicas, Gestão e Avaliação da Educação; UFPB
• Palavras-chave em Português: Ensino superior; Carreira docente; Ciclo de vida profissional; Instituição plurricurricular; Professores - Instituto Federal da Paraíba; Início da carreira; Higher education; Teaching career; Professional life cycle; Multicurricular institution; Teachers - Federal Institute of Paraíba; Early career; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/32245

The Federal Institutes of Education, Science, and Technology were created by Law No. 11,892 of December 29, 2008, which established the Federal Network of Professional, Scientific, and Technological Education. As pluricurricular and multicampus institutions, they offer Professional and Technological Education (PTE) from Technical Education Integrated with High School (TEIAHS) to Postgraduate studies. Given the complexity and diversity of levels and modes of education offered, teachers who become part of these institutions face challenges that impact their professional development. Simultaneously, these professionals encounter discrepancies and a lack of information in the sectors of their assigned institution regarding support and reception during their integration into the Basic, Technical, and Technological Education (BTTE) teaching career. In this context, the aim of this research is to investigate the perception of teachers in a pluricurricular institution regarding their professional trajectory since the beginning of their career in higher education, considering the specificity and complexity of their work in an environment like the Federal Institute of Education, Science, and Technology of Paraíba - IFPB. The question guiding this investigation was: how do teachers in a pluricurricular institution perceive their trajectory at the beginning of their career in higher education? To address this question, Huberman's (2000) study on the professional life cycle of teachers was used as theoretical foundation. Regarding the adopted methodological procedures, this research followed a qualitative approach, using the case study method (monographic method). In terms of nature, it was characterized as applied research and, in objectives, as exploratory in nature. Regarding the technical procedures, the study incorporated bibliographic, documentary, and field methods. A virtual questionnaire developed in Google Forms was administered to permanent teachers who teach in higher education at IFPB/Campus João Pessoa and who have been in the BTTE career for up to seven (07) years. The results indicate that the beginning of the teaching career in higher education at IFPB was generally marked by positive and smooth experiences for the research participants, who expressed satisfaction in working at the institution. Challenges faced included difficulty in adapting content for students of different levels and modes of education. Regarding the perception of working in a pluricurricular institution, some teachers valued this opportunity, while others recognized the benefits of this educational model. Thus, the research emphasizes the importance of orientation programs for new teachers, aiming to mitigate the difficulties faced at the beginning of their professional trajectories in the institution. The contributions of these teachers were essential for the development of the Welcome Handbook for teachers at IFPB/Campus João Pessoa, which was presented in this study.