A prática docente do(a) professor(a) iniciante egresso do curso de licenciatura em ciências: biologia e química de Humaitá/AM

Abstract

The beginning of teaching represents a stage marked by dilemmas and tensions; it is also a phase of discovery and learning that promotes the constitution of the teaching identity. This work starts from the question: How does the beginner teacher, graduate of the Bachelor of Science in Biology and Chemistry program, develop their teaching practice in basic education in Humaitá - AM? Having as a general objective to understand how the beginner teacher, graduate of the Bachelor of Science in Biology and Chemistry program, develops their pedagogical practice in the school context. The research is qualitative in nature, using an online questionnaire as a research instrument applied to beginner teachers graduated from the Biology and Chemistry program at IEAA. The results were analyzed based on the content analysis approach by Bardin (2016). Beginner teachers understand that the teaching profession is not valued and is still characterized by challenges and adaptations, due to their rushed insertion into the school shortly after graduation. Another important aspect is the lack of infrastructure and didactic resources in schools; therefore, beginner teachers use alternative materials in experimental classes and incorporate playfulness into their didactic strategies. Therefore, we observe that the 'reality shock' experienced by beginner teachers is present in their responses, challenges, and expectations in the profession. In this sense, we understand the need for public policies that can contribute to the insertion of early-career professionals in the professional field and thus contribute to the improvement of education in the country.