Professoras em situação de inserção profissional que atuam na educação infantil da rede municipal de Birigui/ SP

Abstract

This study focuses on the initial period of teaching practice in early childhood education. This phase encompasses the first years of professional experience in teaching and has its own specificities and challenges. Therefore, the following question was formulated: What are the challenges faced by novice teachers working in early childhood education in the municipal network of Birigui/SP? To address the research problem, the following objectives were established: General objective: to analyze the challenges experienced by novice teachers working in early childhood education in the municipal network of Birigui/SP.Specific objectives: (i) to identify and map the profile of novice teachers working in early childhood education in Birigui/SP; (ii) to understand how the challenges faced by novice teachers reflect on their professional identity.The research was conducted using a qualitative approach, involving teachers who are at the beginning of their careers and work in early childhood education within the municipal network of Birigui/SP. To achieve these objectives, data collection instruments included a questionnaire (Lakatos; Marconi, 2017) with closed and open questions, which was made available via Google Forms, and a semi-structured interview (Lüdke; André, 1986; Triviños, 1987). This study is grounded in the works of Bourdieu (1983), Dubar (2005), Garcia (1999, 2010), Huberman (1995), among others. Data analysis was performed using Bardin’s Content Analysis technique (2011).The results of this research indicate that teaching at this stage is viewed as an extension of maternal care, which influences professional valuation, teachers’ working conditions, and their professional identity. These factors not only shape the school culture but also directly influence the ways teachers are and act.