Narrative experiences of novice teachers: socialization movements in the daily life of the school

Abstract

This article aims to understand the processes of professional socialization of teachers beginning in school routine, as well as reflecting on the constitution of experiences in the first years of teaching. The study was developed with reference to the approach of research (narrative) (auto) biographical education, focusing on the following methodological devices: immersion in the school routine, conversations, research diary and written narratives. Three beginning teachers who have a degree in Pedagogy participated in the research and work in the 5th year of elementary school in two public schools in Caxias-MA. For the process of understanding and interpreting the narratives, the hermeneutics of narrativity and temporality was invoked in Paul Ricoeur. The development of the work indicates that the processes of socialization of the experience in the school routine by the beginning teachers happen through “occupations” exercised in precarious contracts for the development of didactic and pedagogical activities with the classes, in the time of the extra-class work of the effective teachers. Thus, the narratives of the beginning career experience of beginning teachers point, at the same time, to important learning in the consolidation of the professional field and, paradoxically, to aspects of deprofessionalization of the teachers' teaching in their insertion in the institutional daily life of schools.