Appropriations of teaching profession in the probationary period: in search of logics beyond performance evaluation
DOI:
https://doi.org/10.5212/PraxEduc.v.13i2.0014Abstract
This article analyzes the Probationary Period (PP) of teachers admitted in the Municipal Network of Curitiba (called RMEC) as a process of professional evaluation based on performance culture, in which new conceptual logics related to the initial insertion of teachers in this teaching network were identified. The theories on this discussion were based on García Marcelo, Silva, Tardif, Giroux and Lessard’s conceptions, and articulated with Bourdieu’s concept of habitus, discussed in relation to school culture and school drawn from Viñao Frago. The qualitative research based on Lüdke and André was carried out in six schools of the RMEC, with the application of a semi-structured questionnaire to 21 teachers, and by conducting interviews with six directors and five pedagogues, who accompanied the PP in 2017. The analysis of the testimonies revealed stabilizing processes of the teacher habitus, besides the necessity of the pedagogues’ interlocution and organization of the formation and professional development, aiming at autonomy, self-evaluation and the teacher ethics, deriving from the change of logics of evaluation of the initial insertion of teachers at RMEC schools.
Keywords: Probationary period. School culture and habitus. Initial teacher education.
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