ENTERING THE TEACHING CAREER AND THE CHALLENGES OF BECOMING A LITERACY TEACHER
This article is the result of research carried out to complete the Pedagogy course, at the Federal University of Maranhão (UFMA), during the second semester of 2023, with the aim of analyzing the difficulties faced by literacy teachers new to teaching, who participate in the “Alfabetizar Pra Valer”...
| Autores: | , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | Brasil |
| Institución: | Universidade do Estado do Rio de Janeiro (UERJ) |
| Repositorio: | Periferia |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.www.e-publicacoes.uerj.br:article/87686 |
| Acceso en línea: | https://www.e-publicacoes.uerj.br/periferia/article/view/87686 |
| Access Level: | acceso abierto |
| Palabra clave: | Alfabetização; Professor iniciante; Desafios. Alfabetización; Profesor principiante; Desafíos. Literacy; Beginning teacher; Challenges. |
| Sumario: | This article is the result of research carried out to complete the Pedagogy course, at the Federal University of Maranhão (UFMA), during the second semester of 2023, with the aim of analyzing the difficulties faced by literacy teachers new to teaching, who participate in the “Alfabetizar Pra Valer” Program, in the municipality of Urbano Santos, Maranhão. The methodology used was anchored in the qualitative approach. To generate the data, the focus group technique was used, holding meetings via Google Meet, during the period from 23 to 27/06/2023, with the participation of six literacy teachers new to teaching. The results showed that starting to teach is a challenging phase, as it requires reconciling learning to teach and teaching at the same time. |
|---|