Processos constitutivos da docência nos anos iniciais do ensino fundamental: narrativas de professores iniciantes no interior do Amazonas (AM)

Abstract

This Final Course Project aimed to understand the constitutive processes of teaching in the Early Years of Elementary School, based on the narratives of beginning teachers regarding their formative paths and professional teaching practice. Specifically, it aimed to: analyze the knowledge acquired during the training and profession of teachers working in the early years of elementary school; identify the formative path of beginning teachers and its reflections on the construction of professional knowledge; and describe the strategies used to integrate theoretical knowledge with teaching practice. The research question that permeated the study was: how do beginning teachers in the Early Years of Elementary School experience the challenges of starting their teaching practice, and what are the impacts of this experience on their professional development? The studies of Tardif (2002), Nóvoa (1992), Huberman (1999), García (1999), and Pimenta (1999), in addition to the contributions of Gatti (2010), Libâneo (2012), Lima (2001), and Freire (1987), among others, provided the foundation for this study. It is a qualitative research study (Lakatos; Marconi, 2017) using narrative research (Clandinin; Connelly, 2015) as its method, developed in two municipal schools in Itacoatiara-AM, located in both urban and rural areas, with the participation of two teachers at the beginning of their careers. Data were collected through narrative interviews and participant observation, and analyzed using Souza's (2004) content analysis of narratives, from a comprehensive-interpretative perspective. The results reveal that beginning teachers experience a strong impact in the first years of their careers, facing challenges such as classroom management, planning, interpersonal relationships, and understanding the sociocultural context of the community. It is seen that the support of experienced teachers and dialogue among colleagues are fundamental to strengthening teaching practice and helping to overcome these difficulties. Furthermore, the beginning of a career is a period marked by insecurities and intense learning, reinforcing the need for training that connects theory and practice in a more meaningful way.