Reflexões, perspectivas e práticas no ensino de ciências e matemática nos anos iniciais: estudo de caso de uma professora em início da docência

Abstract

This work presents a research that aims to understand the challenges, feelings and teaching practices of a beginning teacher while teaching science and mathematics in the early years of elementary school at “Colégio de Aplicação” (School lab) of Federal University of Roraima. We understand the beginning of career as the first five years of teaching in the early years, corroborating the work of Nono and Mizukami. The questions that guide the study are: How does a teacher at the beginning of teaching experience the pedagogical practice in the early years of Elementary Education and how does this experience relate to her professional life? How does the beginning teacher is inserted and insert herself in school? What are the processes used in the re-signification and restructuring of academic knowledge in the teaching of science and mathematics of the teacher to adapt to the pedagogical and methodological needs imposed by the school environment? The research is based on the theoretical assumptions of the case study from Yin's perspective, because we seek depth in dealing with the analyzed reality that goes beyond describing facts or situations, but seeks to provide knowledge regarding the phenomenon studied. One of the strengths of the case study is the opportunity to use different data sources and the use of triangulation to combine and describe these sources. There are few papers focusing on the beginning of teaching in the initial years, but we seek a theoretical contribution, especially in the works carried out from 2006 to 2016. For the production of data we used the characterization questionnaire, observation, logbook and narratives. We followed the teacher from August to December 2017 and sought to understand the conceptions and understandings of being a beginning teacher and of teaching science and mathematics in the early years. The study made it possible to recognize the richness that resides in the pedagogical practices of the teacher and the construction of teaching knowledge with each day of experience in the classroom. This movement made the teacher, in the act of telling her life, begin to reflect on her teaching and to enrich her pedagogical practices even more, and to recognize herself as an integral part of the educational system. The results evidenced the complexity of the teacher's insertion in the teaching career and their feelings of survival and discovery in this initial phase. The research also pointed out the need for initiatives to host these teachers in the school community, as it highlighted the dilemmas, anguish and difficulties present at the beginning of the profession of Professor Flor which revealed that the teacher reinvents himself to build his professional identity.