Professional development of basic: reflections about the period of examination the career

Abstract

In this article, we aim to understand the characteristics of the Examination period that makes up the Brazilian Teaching Career Model and its consequences in teaching. Thus, this research is configured as qualitative, developed from ethnographic inspirations, with the use of two data production instruments - questionnaire and observation of pedagogical practice - analyzed from the assumptions of Content Analysis. The collaborators of this study were three teachers who worked in the Final Years of Elementary School in the city of Itapetinga-BA, who were in the Examination period, two women and one man. The results showed that the Examination is one of the most critical periods of the teaching career and that it urgently needs the attention of the government; that the sentimental-emotional characteristics are more of a negative nature, such as stress, fatigue, frustration, anxiety, illness etc. We have verified, through the observation of pedagogical practice, that the actions of teachers in the classroom demarcate “aspects of experience” and this is an important characteristic that makes a difference in the career and contributes to professional development. We have found that the characteristics of the Examination period have direct consequences on teaching and that this is realized through the choices that teachers make to develop their practices. All of these consequences have a direct impact on the professional development of teachers, as they are related to aspects personal and professional, and are fully linked the career such as policies of supply, access, improvement, training, working conditions, among others.