Da formação inicial à prática docente: os sentidos de ser professor nos anos iniciais do ensino fundamental

Abstract

This study, "From Initial Training to Teaching Practice: the meanings of being a teacher in the Early Years of Elementary School," had the general objective of understanding the meanings of being a teacher in the Early Years of Elementary School and the paths of the training process and teaching practice. Specifically, it sought to: analyze the meanings attributed by teachers to the formative processes experienced and their reflection in daily teaching practices; identify the main challenges faced in the teaching professional trajectory and how these impact the construction of the teacher's professional identity; and discuss the contributions of teachers' experiences to the construction of initial and continuing training processes. The central question guiding the study is: how is teaching constituted in the Early Years of Elementary School, considering the formative paths and the practice in professional exercise? The theoretical framework is based on Nóvoa (1992, 2022), Tardif (2014), Pimenta (1999), and Libâneo (2004), who discuss teacher training, professional knowledge, and teacher identity, among other topics. Methodologically, this is a qualitative research study, developed in two public schools in Itacoatiara-AM, using participant observation and a semi-structured questionnaire applied to three teachers of the Early Years of Elementary School. Data analysis followed a comprehensive-interpretative approach, using Souza's (2014) content analysis technique. The results indicate that the constitution of teaching occurs through the articulation between training, experience, and school context, revealing that the meanings attributed to being a teacher are continuously constructed and traversed by the real working conditions, the knowledge gained through experience, and reflection on practice.