Cartas desde a escola: reflexões de professores iniciantes de Língua Portuguesa sobre suas trajetórias de formação

Abstract

This research aims to analyze reflections of beginning teachers of Portuguese Language, that were recorded in letters, about the main challenges experienced by them in the first moments of their professional practices and the links they establish between this context and the formation journey they experienced as graduating of Letters. The theoretical support that supports this study is constituted by a Freirean framework, centered on the work of Paulo Freire; as for the training of teachers and beginning teachers: Carlos Marcelo García, Marli André make it possible to analyze and conceptualize the study subjects, with a view to problematizing the relationships established, within an emancipatory horizon. The qualitative approach research was carried out with teachers who are working in the cities on the Atlantic Forest Coast (Baixada Santista). This academic research is justified by the need to generate new knowledges about the perceptions of teachers about the development of their practices, and about links between the exercise of the teaching profession and the initial training of educators, having as a starting point the look of the research subjects about that relationship. The letter-writing genre (letter) was used as a means of producing data and a way to dialogue with the participants about the theme investigated, considering that it favors the addition of layers of meaning and feeling for the reflections generated by teachers in the productions that will be the object for analyzing. The guiding question of the investigation was written as follows: What is the perception of beginning teachers of Portuguese Language about the senses and meanings for their initial training, in relation to the main challenges of teaching practices, in an emancipatory direction? With the support of the selected theoretical framework, the data produced will be analyzed in thematic axes outlined from a Freirean conceptual plot, which brings the concept of ""curriculum"" in the center. This research intends to contribute to the production of new contributions on teaching practice, Teacher Training and the Ongoing formation, highlighting the importance of considering and critically discussing the knowledge of experience made by teachers as a crucial element to enhance teacher training and curricular transformations. at school and university.