Estudo multicasos sobre a socialização profissional de professores de Educação Física em início de carreira

Abstract

The professional socialization is a process of change for the subject in socialization, which is replaced to incorporate concepts of a professional community and the communicant of behaviors and perspectives, values and beliefs that are common to the exercise of the profession, and that will influence the construction of identity as a teacher and will lead to actions aligned to such perceptions. In this sense, the first years of their career are configured as a special moment once that present as one of the most difficult of life professional, of intense learning, of survival in a new reality and, finally, review of the knowledge, values and beliefs about the profession had previously acquired. Therefore, this research aimed to describe the process of socialization of beginners teachers of physical education in relation to different mechanisms of professional socialization and organizational socialization and analyze to what extent these elements influence the formation of professional identity and practice teaching. This research adopts a qualitative ethnographic boarding from multicase study. The subjects who participated in this study were three physical education teachers recently formed, in entry stage in teaching career, exercising the function in the public schools of the State of Rio de Janeiro. The instruments used in the research were semi-structured interviews and records of field from critical incidents, and field notes fruit of participant observation (in the sense of the inability of non-involvement of the researcher in context) in a real working environment of the three teachers. The analysis of the data held in the light of the theoretical framework on the process of professional socialization, in constant triangulation with theoretical sources and research subjects. The results of research have suggested that the constructions of the socialization process incorporated along the trajectory of life of teachers are driven to begin a career and go beyond what was learned in initial training. But these, even being strongly internalized, under databases structured in relation to the exercise of the profession are not able to minimize the impact with reality in relation to contextual quotas and the weight of the school culture characteristic of the unity of the teaching of insertion. The deterministic nature of organizational socialization is responsible for conducting the teachers to the perpetuation of teaching practices that, at times, contradict the ideas built a priori for not dispose of moments of reflection on the construction of its practice and by not relying on support structured and intentional to cope with the conflicts and difficulties inherent in the induction professional. And finally there was the weight that the emotional balance has in this period of professional development.