Formação Docente – Revista Brasileira de Pesquisa sobre Formação de Professores

THE INITIATION INTO THE TEACHING CAREER AND THE IMPORTANCE OF INSTITUTIONAL RECEPTION: FEELINGS AND PERCEPTIONS

Dalvana Silva da GAMA — 2025-04-02

The initiation into a teaching career is a period marked by challenges, adaptation, and the development of professional identity. According to Tardif (2002) and Huberman (1995), this phase involves a “reality shock,” where the teacher must integrate their theoretical training with school practice. The study investigated teacher reception at a federal institution in southern Santa Catarina, analyzing the perceptions of newly hired teachers. Interviews revealed feelings of disorientation and the need for a structured welcome program. It was found that the absence of a formal reception process affects both novice and experienced teachers. The implementation of institutional strategies that promote adaptation and continuous support can improve teacher integration and motivation, fostering their professional development.

TEACHER’S PROFESSIONAL IDENTITY IN PRACTICE OF THE SOCIOLOGY DISCIPLINE

Nivia Gislaine GROTHE VITÓRIA — 2025-04-02

The research aimed to analyze how teachers trained in other areas create their professional representations and identities regarding the discipline of Sociology. To this end, a qualitative and exploratory investigation was used through a case study, whose data were collected through semi-structured interviews and participant observation. The results obtained demonstrated that the professional identity of teachers expressed in the subjects’ discourses is not conditioned by the discipline in which they are specialists, nor by the curricular component taught. That is, their identities emerge and differentiate themselves according to their own specificities as individuals and the different contexts in which their practices have developed throughout their professional careers, both in the school environment and outside it.

GUIDANCE ACTION IN THE TEACHING RESIDENCY: MENTAL EXHAUSTION AND THE TRANSPOSITION OF TEACHING WORK IN THE PANDEMIC

Ana Carolina Sabino dos SANTOS — 2025-04-02

This article aims to discuss how the teaching activity of advising, within the scope of the Pedagogical Residency Program at a University in the South of Minas Gerais, was digitally mediated, focusing on the transfer of teaching to the residential environment and the challenges faced by advising teachers in this context. Furthermore, the multifaceted nature of the advising work and the significant implications that emotional aspects had on the advising process and on the well-being (or discomfort) of the university teacher are highlighted. The qualitative research, conducted through interviews with seven advising teachers and analyzed based on the assumptions of González Rey’s (2010) constructive-interpretative analysis, reveals that the pandemic intensified and made the work of advising teachers more complex. The invasion of the domestic space by teaching work generated challenges in reconciling professional demands with family and domestic responsibilities, impacting the well-being of advising teachers.