A formação inicial de professores e os impactos nos primeiros anos de experiência docente

Abstract

This research aims to analyze the implications of initial teacher education and the impacts of the first years of teaching experience. To this end, we sought to understand how the process of initial teacher education took place, according to the teachers themselves, as well as the main feelings, challenges, and expectations during their first years in the classroom. Methodologically, using a qualitative approach, we

employed semi-structured interviews for data collection. The assumptions of Historical- Cultural Theory provided the theoretical framework necessary for data analysis. This

framework was primarily based on the studies of Vygotsky and Leontiev, incorporating the concepts of mediation and Activity Theory as important elements for understanding the educational context in which teachers develop their work. Data analysis revealed that initial teacher education plays a significant role in the construction of teachers’ professional knowledge and that the pursuit of further qualification through postgraduate studies is a common characteristic among novice teachers. It was also observed that challenges such as student indiscipline and the precariousness of working conditions contribute to professional dissatisfaction, as do difficulties in interpersonal relationships within the school environment. In this context, school management assumes a significant role in providing institutional support, either contributing to or alleviating professional burnout. Nevertheless, it was possible to observe that the factors leading to career persistence are linked to the qualitative development that teachers can promote among students through mediation that overcomes the structural and coercive difficulties of an educational system increasingly influenced by the forces of capital. This symbolic factor redefines the teaching profession as a mediating activity of historically constituted knowledge, capable of overcoming adversities in favor of human development.Thus, the results of this research indicate that, for teaching practice, it is essential that objective reality be understood in the light of theoretical assumptions that guide teachers’ actions, so that these actions become meaningful teaching activities benefiting both students and teachers reciprocally. In this regard, Historical-Cultural Theory offers significant contributions.