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Sou educadora de infância, e agora?!: a entrada na profissão docente
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Abstract(s)
A entrada na profissão docente é uma etapa marcante e decisiva na vida pessoal e
profissional do educador de infância, na qual se depara com inúmeros desafios e
constrangimentos que influenciam a sua integração no mundo do trabalho, a construção da
sua identidade profissional e o seu desempenho profissional.
O presente estudo de caso, elaborado numa perspetiva de formação pessoal e
profissional, visa compreender o processo de entrada na profissão docente dos educadores
de infância, através das perceções de seis educadoras principiantes.
Segundo uma abordagem qualitativa, com a triangulação e respetiva análise de
conteúdo da informação recolhida por meio de entrevistas semiestruturadas – focus group e
individual – e de inquérito por questionário, foi possível concluir que, no primeiro estádio de
desenvolvimento profissional, as educadoras enfrentaram mais constrangimentos do que
desafios. Embora a sua categorização seja subjetiva e não linear, os desafios relacionaramse com o grupo de crianças, ao passo que os constrangimentos aludiram para a falta de apoio,
a gestão entre a vida pessoal e profissional e as características do contexto educativo. A
especificidade da ação pedagógica, no que se refere ao trabalho com as famílias e às
particularidades das etapas de desenvolvimento infantil, foi apontada quer como desafio, quer
como constrangimento.
A construção de uma identidade profissional reflexiva e resiliente foi crucial para a
superação dos desafios e constrangimentos, na qual também contribuíram fatores como o
trabalho em equipa, a partilha de experiências e saberes com profissionais mais experientes
e competências adquiridas na formação inicial.
Porém, os resultados evidenciam a necessidade de propiciar um ambiente de maior
apoio e acompanhamento do educador neófito, sobretudo por parte dos órgãos de gestão dos
contextos de trabalho. A valorização das suas competências e a promoção do seu bem-estar
são igualmente fulcrais, tanto para o sentimento de pertença ao grupo profissional e de
realização como para o desenvolvimento de práticas pedagógicas de qualidade.
Entering the teaching profession is a significant and decisive stage in the personal and professional life of early childhood educators, in which they face numerous challenges and constraints that influence their integration into the world of work, the construction of their professional identity and their professional performance. This case study, carried out from a perspective of personal and professional development, aims to understand the process of early childhood educators entering the teaching profession, through the perceptions of six novice educators. Using a qualitative approach, with the triangulation and respective content analysis of the information gathered through semi-structured interviews – focus group and individual – and a questionnaire survey, it was possible to conclude that, in the first stage of professional development, the educators faced more constraints than challenges. Although their categorisation is subjective and non-linear, the challenges were related to the group of children, while the constraints alluded to the lack of support, managing personal and professional life and the characteristics of the educational context. The specific nature of pedagogical action, in terms of working with families and the particularities of the stages of child development, was mentioned as both a challenge and a constraint. Building a reflective and resilient professional identity was crucial to overcoming challenges and constraints and factors such as teamwork, sharing experiences and knowledge with more experienced professionals and skills acquired during initial training also contributed. However, the results show that there is a need to provide an environment of greater support and accompaniment for neophyte educators, especially on the part of the management bodies of the work contexts. Valuing their skills and promoting their well-being are also crucial, both for their sense of belonging to the professional group and of fulfilment, and for the development of quality teaching practices.
Entering the teaching profession is a significant and decisive stage in the personal and professional life of early childhood educators, in which they face numerous challenges and constraints that influence their integration into the world of work, the construction of their professional identity and their professional performance. This case study, carried out from a perspective of personal and professional development, aims to understand the process of early childhood educators entering the teaching profession, through the perceptions of six novice educators. Using a qualitative approach, with the triangulation and respective content analysis of the information gathered through semi-structured interviews – focus group and individual – and a questionnaire survey, it was possible to conclude that, in the first stage of professional development, the educators faced more constraints than challenges. Although their categorisation is subjective and non-linear, the challenges were related to the group of children, while the constraints alluded to the lack of support, managing personal and professional life and the characteristics of the educational context. The specific nature of pedagogical action, in terms of working with families and the particularities of the stages of child development, was mentioned as both a challenge and a constraint. Building a reflective and resilient professional identity was crucial to overcoming challenges and constraints and factors such as teamwork, sharing experiences and knowledge with more experienced professionals and skills acquired during initial training also contributed. However, the results show that there is a need to provide an environment of greater support and accompaniment for neophyte educators, especially on the part of the management bodies of the work contexts. Valuing their skills and promoting their well-being are also crucial, both for their sense of belonging to the professional group and of fulfilment, and for the development of quality teaching practices.
Description
Keywords
Entrada na profissão docente Educador de infância Identidade profissional Formação inicial Entry into the teaching profession Early childhood educator Professional identity Initial training