O ingresso do professor na rede municipal de educação de Belo Horizonte: os desafios dos anos iniciais

Abstract

This study starts from the observation that the absence of an institutional program reception and systematic monitoring of teachers during the early years of his career in the Municipal Education System in the city of Belo Horizonte (RME/BH) - particularly professionals working in risk areas and social vulnerability - undertakes to permanency in office and professional development. In an attempt to understand this issue, the objective of this study is to describe and analyze the performance of the teaching profession during stage probationary teacher of Elementary Education of RME/BH and, finally, to propose an Educational Action Plan (PAE) aimed at reducing the problems and difficulties encountered. The period in question before the acquisition stability in office, considered the last step in the process of entering the public service. To highlight the complexity involved during the initial stage of a teaching career, semi-structured interviews were conducted with administrators from the Municipal Secretaries of Education and of Human Resources, with school administrators and with elementary school teachers during their probationary period. Through these interviews and systematic observation, was outlined, preserved the limits, the profile of the beginning teachers. The analysis of how these teachers deal with the absence of an institutional policy of inserting educators has like theoretical framework the authors Maurice Tardif, Miguel Arroyo, Philippe Perrenoud and Inês Teixeira. The scope of this research also involves a comparison with other support policies and beginning teachers education implemented in networks of public education in Brazil and abroad. Based on the description and analysis of the case, presents the Educational Action Plan which aims to maximize the placement of teachers in the beginning of their careers with RME/BH. The PAE is divided into three sections. The first concerns the regionalization of the civil service exam for RME/BH. The second section focuses on the inclusion of initial teacher education shortly after the entry into exercise. The third section pertains to the practice of on-going education during the first three years, which make up the probationary period.