Sociological vision of the start of teaching in children’s education
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Abstract
The objective is to characterize the phase of insertion in the career from the first experiences in teaching.
This is a qualitative descriptive-analytical study, developed from experiences of professional initiation in a public
children day care center belonging to the municipal network of Naviraí, in the state of Mato Grosso do Sul, Brazil.
The results indicate that the process of insertion in the professional field results in some situations of prejudice on
the part of the teachers with greater experience with teaching, once the interviewed beginner teacher declares to
feel alone and forsaken by her colleagues and when she tries doing something different is prevented with looks that
try to silence your wants and desires.
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