Indução à docência no ciclo da alfabetização : desafios e possibilidades

• Ano de defesa: 2025
• Autor(a) principal: Bellis, Marisa Bueno de
• Outros Autores: https://orcid.org/0009-0009-5453-0115
• 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 em Educação
• País: brasil
• Palavras-chave em Português: Professor iniciante; Alfabetização; Facilitadores de indução de professores; Dificultadores de indução de professores; Formação de professores; Beginner teacher; Literacy; Facilitators of teacher induction; Challenges to teacher induction; Teacher formation
• Área do conhecimento CNPq: Educação
• Link de acesso: https://repositorio.ufla.br/handle/1/60121

This study objetive to identify the facilitating and hindering elements in the induction of teachers supported by an institutionalized induction experience. It sought to determine the scope of the support offered, as well as the challenges encountered or not addressed by the developed proposal, based on the perceptions of a group of 10 beginner teachers. This work was a sub- project of a coordinated research initiative on teacher education, teaching practices, and didactics, and specifically focused on the investigation of teacher induction, delimiting its scope to the literacy cycle. Theoretical references revealed research gaps regarding successful induction experiences and the need for a deeper understanding of teaching in the area of written language instruction. The methodology adopted was a qualitative, empirically-based approach that considered literature review and data collection obtained through questionnaires and discussion groups as procedures. The processing of the collected data was treated by triangulation through Prose Analysis. The data analysis showed that the intentionally planned welcoming of beginner teachers was crucial for the development of the initial weeks of work, particularly in facing the classroom environment; that schools that provided systematic support to professionals had more satisfied and emotionally supported teachers; that detailed feedback is crucial for the well-being of the beginning teacher; that literacy teachers look to experienced peers as role models; that interaction with families encompasses a set of socio-emotional skills for which the beginner's learning requires time and experience; and that, in spaces where induction did not occur in an institutionalized manner, indirect assistance modalities based on affinity prevailed. Emerging demands highlighted were inclusion, regarding a teaching approach that caters to students with learning difficulties, and digital media, concerning their treatment and impact on education, as well as the development of mechanisms involving teaching from the perspective of digital natives. It was inferred from the presented results that teaching in the literacy cycle has distinct characteristics that interfere with the teacher induction process and are inherent to their identity, since learning to read and write is immersed in the conception of language as a cultural elaboration of high added social value. Beginning literacy teachers require welcoming and institutional and formative support that allows them to develop specialized knowledge produced collectively in horizontal spaces for in-context training, when considering a qualified and humanizing education. In this sense, the didactic product developed concurrently with the research was an educational folder that aimed to highlight evidence and findings of the investigation, offering support for research and theoretical references that align with the induction and training of beginning teachers, especially in the literacy cycle.