A iniciação à docência de professores de matemática em um programa de residência docente

Abstract

Recent studies indicate that even though it is an object of great relevance for reflection on teacher education, researches and the existence of professional insertion/initiation/induction programs for beginning teachers in Brazil are still incipient. In view of this, the need arises to research how the process of teacher education occurs through educational programs and public policies, with the purpose of reflecting on the teaching practice and the initiation to teaching of this professional in the school environment. The purpose of this study is to cast a researcher’s eye on the continuing education of teachers in Mathematics through a teacher monitoring program at the beginning of their careers. A case study was carried out, with a qualitative approach, aimed at analyzing practices promoted by the Teaching Residency Program of the Federal University of Juiz de Fora in partnership, with the Colégio de Aplicação João XXIII, for the professional induction of mathematics teachers. This recent program intends to improve the education of Basic Education teachers, through the development of teaching competences in loco. It also offers newly graduated teachers an opportunity to enter the job market through a project that includes research, extension, teaching and management to improve their teaching practice. The following methodological instruments were used for the production of data: questionnaire to characterize the group participating in the research and semi-structured interviews, with questions related to daily life, perceptions, understandings, among other aspects of the teaching meaning present in the personal, social and professional. The investigation presents and discusses a comparative study carried out on the actions of professional induction of teachers at the beginning of their career, in some countries of the world, identifying their potential and limits. Based on the bibliographic review on teacher professional induction, was created with questions about some programs for monitoring teachers at the beginning of their careers. In the case study of the Teaching Residency Program (PRD) of Juiz de Fora, some documents from the granting institution were analyzed and the conclusions about the interviews and questionnaires applied to the professionals who were part of this program (residents, guiding professors, coordinators and Dean's Office). The PRD reveals the need to expand mandatory public policies aimed at professional induction programs that promote the education of these beginning teachers. Furthermore, well-designed and implemented induction programs with qualified mentors are found to be successful in improving job satisfaction, effectiveness and retention of new teachers.