Reflective letters from novice teachers on their educational journeys
This text results from a dissertation that aimed to analyze reflections of novice Portuguese Language teachers about the main challenges they experienced when entering the profession. The investigation was justified by the need to generate new knowledge about the links between the practice of teachi...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | Brasil |
| Institución: | Universidade Federal de Alagoas (UFAL) |
| Repositorio: | Debates em Educação |
| Idioma: | portugués |
| OAI Identifier: | oai:www.seer.ufal.br:article/18858 |
| Acceso en línea: | https://www.seer.ufal.br/index.php/debateseducacao/article/view/18858 |
| Access Level: | acceso abierto |
| Palabra clave: | Initial teacher education Curriculum Paulo Freire Formación inicial de profesores Currículo Formação inicial de professores |
| Sumario: | This text results from a dissertation that aimed to analyze reflections of novice Portuguese Language teachers about the main challenges they experienced when entering the profession. The investigation was justified by the need to generate new knowledge about the links between the practice of teaching and initial teacher education, taking as a starting point the graduates' view on this relationship. The research, with a qualitative approach, was carried out with recently graduated teachers working in schools located in Baixada Santista, in the state of São Paulo. The theoretical-methodological framework was based on the thinking of Paulo Freire and authors such as Zeichner (2010), André (2018) and Nóvoa (2019). Letters were used to dialogue with the participants and as a means of data production capable of adding layers of meaning and feeling to the reflections that were the object of analysis. The guiding question of the research was as follows: What are the perceptions of novice Portuguese Language teachers about the senses and meanings of their initial education, in relation to the main challenges of teaching practice, in an emancipatory direction? The results obtained indicate: notwithstanding the theoretical-practical and political-pedagogical advances in initial teacher education; the discussion and critical analysis about the concreteness of school practices and routines are still insufficiently carried out throughout graduation; it is necessary to resignify internships, debureaucratizing them and articulating them to the logic of research; and, educating in and for teacher autonomy implies rejecting methods and curricular bases that reduce training to an instrumental logic. |
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