A bidocência na educação infantil: perspectivas de formação, acompanhamento e apoio na inserção profissional

Abstract

This thesis has as its object the bi-teaching in the professional insertion of teachers, and as its main objective, to understand how beginning teachers who live experiences of bi-teaching (re)signify this relationship in the face of the challenges and tensions inherent to the period of professional insertion. The investigation was based on the following question: how do beginning teachers who live bi-teaching experiences (re)signify this relationship in the face of the challenges and tensions inherent to the period of professional insertion? Specifically, the research proposed to recognize the feelings expressed by beginning teachers in relation to insertion and bi-teaching; to analyze the contributions and tensions of bi-teaching in the professional insertion of beginning teachers; to analyze whether and how beginning teachers, in relation to bi-teaching, build knowledge OF practice; and to discuss whether there are and what are the signs of induction that emerge from bi-teaching. The study was based on the theoretical framework of teacher professional development, in the period of professional insertion, with Cruz (2024), Vaillant (2022; 2023), Cruz, Farias and Hobold (2020) as main interlocutors, who defend the need for systematic and intentional monitoring and support for beginning teachers, in view of the challenges faced at the beginning of their careers. The concept of bi-teaching was conjectured as an experience developed in early childhood education. It was understood as a relationship between peers who work at the same time in the classroom, sharing actions, concerns and responsibilities with the child's integral development process. With theoretical-methodological support in narrative research (Clandinin; Connely, 2015), the investigation appropriated the narrative interview, to provoke its participants to place themselves in a subjective way, submitting them to reflection and resignification of the experience. Seven beginning teachers and four school managers participated in the study. The analyses, carried out through the interpretative circuit, led to three axes of discussion: i) bi-teaching in early childhood education; ii) being a beginner teacher in bi-teaching and iii) evidence of professional induction in bi-teaching. The theoretical-analytical entanglement of these axes allowed us to verify that the relationship between the participating teachers, despite the intertwined challenges, mitigated the loneliness and isolation that affect the beginning of their careers and contributed to exchange, dialogue, reflection, investigation, collaboration and mutual learning. It is concluded in favor of the positioning of bi-teaching as a possible training strategy, with support and monitoring.