“Inducente” course: effective and analyzing a professional teaching induction project in Rio de Janeiro/Brazil

Abstract

The objective of this research-action, teaching and extension project was to support the beginning teacher, who graduated from the Pedagogy courses at UFF-INFES and UFRRJ/IE, raising the difficulties and solutions of this teacher's pedagogical practice, as well as implementing and analyzing strategies of professional induction of the recently graduated teacher by the pilot course "Inducente" proposed with a focus on promoting dialogue between university and school. The proposed methodology is based on qualitative and narrative assumptions, emphasizing the importance of research linked to praxis, that is, in an action research, returning data to the studied community for possible interventions. Six graduates of the Pedagogy course at UFF/INFES UFRRJ/IE participated in the program, beginning as teachers in the early years of elementary school and early childhood education (with less than 5 years as a teacher), preferably in public education in the region, as well as 6 mentors of the basic schools where the graduates work, to be chosen for their recognition. We carried out a survey of the graduates' data through a questionnaire, the selected ones were interviewed, as well as the mentors. The course was started, the themes chosen and discussed at each meeting, finally the evaluation and self-assessment were carried out. We conclude that this course worked as a support for beginning teachers, allowing for greater reflection and better professional performance, as well as a way to reduce the shock of reality, demotivation and teacher abandonment.