Iniciativas de indução de professores iniciantes em uma escola pública do Sul de Minas Gerais

• Ano de defesa: 2025
• Autor(a) principal: Martins, Patrícia de Carvalho Pereira
• Orientador(a): Lima, Francine de Paulo Martins
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Lavras; Faculdade de Filosofia, Ciências Humanas, Educação e Letras - FAELCH
• Programa de Pós-Graduação: Programa de Pós-Graduação do Mestrado Profissional em Educação
• País: brasil
• Palavras-chave em Português: Professor experiente; Inserção profissional; Formação continuada; Relacionamento interpessoal; Experienced teacher; Professional insertion; Continuing training; Interpersonal relationship
• Área do conhecimento CNPq: Educação
• Link de acesso: https://repositorio.ufla.br/handle/1/60063

This study investigates the professional integration of beginning teachers in a public school in the south of Minas Gerais, focusing on the importance of a collaborative partnership between school educators and early-career teachers. Through training research, training demands, factors that favor collaboration and the influence of these interactions on the performance of experienced teachers were identified. In this context, the school educator plays an essential role by offering continuing education committed to the teaching-learning process, contributing to the reception and development of beginning teachers. The research, which included the participation of managers, supervisors, and teachers, allowed us to identify the training needs of the group, the challenges faced by beginning teachers and the possibilities for collaboration between teachers. Based on a theoretical framework on induction and continuing education of teachers, data were collected through training meetings, logbooks, and structured questionnaires, and were analyzed using the Prose Analysis methodology. The results highlighted that beginning teachers value the exchange of experiences, welcoming and continuous training, while experienced teachers highlighted the importance of institutional preparation and pedagogical meetings. Managers and supervisors were fundamental in welcoming and pedagogical planning, showing that mutual support, continuous training, and efficient management are crucial for professional development and improving teaching. It was concluded that the school educator has a significant role in welcoming and continuous training of beginning teachers, promoting an environment for development and overcoming the challenges of initial teaching. It is recommended that actions that value this role be implemented in the educational context, with the expectation that such initiatives contribute to the continuous training and induction process of beginning teachers.