Desenvolvimento profissional do docente iniciante egresso do curso de Pedagogia: necessidades e perspectivas do tornar-se professor

Abstract

The object of study of the present research is the professional development of novice teachers recently graduated in Pedagogy. This is a qualitative survey carried out at a public college in the state of Maranhão, in the northeast of Brazil. The subjects of the survey were novice teachers, recently graduated from this public institution. The initial questionnaire used with them aimed at a establishing a profile of the group, so that, subsequently, a more reflective narrative interview with them could be carried out. The springboard of this study was the reflective question: How does the professional development of the recently graduated students in Pedagogy happen, based on their initial formation and teaching practice?. Based on this question the general objective was defined: to investigate how the professional development of recently graduated teachers in Pedagogy happen, focusing on needs and perspectives, determined during the course of their teaching practice, with a view to raise formative indicators, so as to contribute to the re-thinking of the syllabus of the Pedagogy Course, taking into consideration a more innovative approach. Based on the findings of this research, it is important to acknowledge that these teachers are in the initial stages of their professional development, which happens gradually, while they go through their professional assignments and training, and that it is based on: (1) the knowledge they acquired in their initial training, (2) the knowledge they acquired through the experiential formation at the school where they teach, (3) the exchange of knowledge with other teachers and (3) the continuity of their academic studies and acquisition of other professional qualifications. The findings show the need to offer a type of formation that enables the teachers to start their career in a more confident and efficient way, mainly concerning the experiences during the teacher s learning opportunities, which should be incorporated as early as the supervised curricular internship. Regarding teacher training processes, this research shows how fundamental it is that Pedagogy courses be (re) though, prioritising the meeting of student s needs and expectations, when they are confronted with the demands of their everyday reality, as well as their concerns related to their future professional development. The present study also points to issues regarding the curriculum and contributes with reflections on possible adjustments to the Political Pedagogical Project, based on the understanding of the challenges and formative needs faced by future teachers and recently graduated teachers. It is also important to highlight the need to prepare novice teachers to articulate theory and practice as one of the means to overcome the challenges faced in their teaching contexts, even more so when one takes into consideration the adversities found in the promotion of being a teacher and professional development programmes in restrictive areas, especially in inland towns in the Brazilian Northeast