TENSIONS AND CHALLENGES OF THE TEACHING OF YOUNG TEACHERS IN PROFESSIONAL INSERTION

Abstract

This article aims to analyze the tensions and challenges of teaching that permeate the teaching practice of young teachers during the professional insertion process. It seeks to look at the entrance to the school, the tensions faced and the overcoming strategies that affect the process of socialization and professional development. Sixteen teachers from various subject areas participated in the study, working in the three stages of Basic Education and in the context of public educational institutions. The methodology involved interviewing all participants and observing classes from some of them. The results confirm tensions arising from the shock of reality; point out that the tensions faced are manifested around pedagogical, community and structural issues; and indicate the search for partnerships as a nodal overcoming strategy. The conclusion highlights that the efforts of teachers in favor of a teaching practice committed to the social, intellectual, moral, behavioral and affective demands of their students come up against the tensions arising from the condition in which they find themselves in the beginning of their careers, corroborating the need for policies training and enhancement of professional development at this stage.