ABSTRACT
The present dissertation, entitled 'Beginner teachers egress from PIBID in action: approaches
to their professional practice', it had as a purpose to understand how beginner teachers egress
from PIBID are building their professionality. In a specific way, it sought: to know the
perspective of the beginner teacher egress from PIBID about his/her professional
performance; to identify the relation that the beginner teacher establishes between the
formative experience in PIBID Pedagogy and the professional practice in the first years of
teaching in the public school and to characterize the significant experiences witnessed at the
start of the teaching that they consider important for the professional learning. The
background of the research is the Institutional Program of scholarship of Initiation to
Teaching – “PIBID”, implemented in Brazil in 2007. It is known that the professional
insertion is a complex and delicate period in the life of any professional, specifically around
education and especially the beginner teacher with the multi-faceted environment that is the
school. The early years of teaching are marked by feelings of fear and insecurity. The study
starts from the perception that the participation in programs of initiation to teaching provides
experiences with the teaching work in the school that contribute positively to the learning of
the teaching and the development of the professionalism of the beginner teacher. The
investigation was based on the qualitative approach, with data collected through a focus group
and written narratives with seven beginner teachers from the PIBID of the Pedagogy course of
the State University of Ceará – “UECE”, that work in the municipal education network of
Fortaleza. The theoretical foundation is supported in authors like Garcia (1999), Huberman
(1995), Contreras (2012), Vaillant and Marcelo (2012), Nóvoa (1999, 2009 and 2012),
Gonçalves (1995), Cavaco (1999), Nono (2011), among others, which discuss how the first
years of teaching and the development of professionalism occur, which allowed to know the
different nuances that permeate the beginner of teaching and the development of the
professionalism of teachers at the beginner of the professional activity. For the data analysis,
it was adopted the thematic analysis proposed by Gomes (2013), understood as a method of
interpretation of meanings, that seeks to articulate the hermeneutic and dialectical
perspectives. The analysis was based on four pre-defined thematic categories: being a
beginner teacher; professional performance; the relationship between the experience lived in
PIBID and the professional practice; significant experiences for teaching learning. The data
revealed that being a beginner teacher is a difficult phase, even for a beginner teacher who
participated in a teaching initiation program and that professional performance is based on
facing challenges. It was verified that the participation in the PIBID is a differential in the life
of the graduation student who are participants in this study, seeing that, it gives an
approximation to the school context and that the program of initiation to teaching overlaps
with the initial formation with respect to the preparation of the professional to act like teacher.
The significant experiences of these beginners for the professional learning were related,
primarily, the experiences offered by the PIBID.
Key words: Beginner teachers. PIBID. Professionality. Professional practice.
