Narratives of beginning teachers, in the context of Agreste of Pernambuco: professional induction in focus

Abstract

This article is an excerpt from three studies carried out at the PPGEduC/UFPE, linked to REDEP- “Professional Development Studies Network Teachers”, which take as their object the training of beginning teachers in the municipal public schools in the Agreste region of Pernambuco. In this article, we discuss the professional induction understood as the orientation process accompanying and welcoming new teachers, as well as the immersion as an exercise in authorship and adherence to teaching, which contributes to pursuit of career consolidation. We have traced a methodological path that is constituted through narratives, evidenced and analyzed based on the discussion groups (Weller, 2006; 2010) and intervention (Gouveia, 2020). Among the narratives used, we had the constitution of Teaching Cases (Mizukami, 2000; 2001; 2002; 2004), understood as a path of professional development and learning how to teach; the Reflective Diaries (Zabalza, 2007) as an authorial instrument, driving awareness of teacher practices, and the Formative Memorials (Passeggi, Passeggi e Câmara, 2008), as a possibility of self-writing and the teacher development. The “research findings” indicate the need to set up a professional induction policy and a continuing training for education professionals that starts from their real demands and considers context, the reflection and the dimension of acting teacher authority, from a collaborative perspective, involving the school community, university and municipal public networks in the Agreste region of Pernambuco.