Concerns of beginning teachers who work in literacy classes

Abstract

The article discusses findings from a research with teachers in professional insertion who work in literacy classes, having as a guiding thread the teachers' concerns that permeate this period. It aimed to understand how literacy teachers' concerns affect their teaching during the period of insertion in the career, delimited around the first five years of professional practice. It was guided by the way of research with narrative with support of a theoretical reference on literacy and teaching professional insertion, among them: Goulart, Smolka, Cochran-Smith and Marcelo and their collaborators. Six teachers participated in the research, working in Literacy classes, recently graduated from a Pedagogy course and beginners in the teaching career. From a movement of identification and analysis of the concerns of beginning teachers regarding the literacy process and their ways of coping, it was possible to verify that these are manifested with more intensity in relation to the heterogeneity of the classes, the conflicts and student behavior and the professional inexperience. The investigative posture, the realization of differentiated proposals considering the rhythm and needs of children and the exchange between peers emerged as ways of coping with concerns that were inscribed in a perspective of making learning meaningful for all.