EARLY EXPERIENCES IN TEACHING AND LEARNING TO BE SENSITIVE IN THE CLASSROOM

Abstract

This article analyzes the discourse of four teachers in the early stages of their career, as they have been in the classroom for less than two years. Two of the teachers graduated from the University of São Paulo (USP) and two from the Federal University of São Paulo (UNIFESP). The criterion for choosing the collaborators in this research was the fact that, in addition to being recently graduated, they had completed special programs of internship at the Teachers´ College Application School  (USP) and at the Pedagogical Residency Program (UNIFESP). The analysis developed here integrates the Research project Knowledge and practices in borders: for a transnational history of education (1810 -...) - coordinated by Diana Vidal and Carlota Boto (USP) and financed by FAPESP (2018 / 26699-4). We seek to understand how the memories of their school trajectories, the experiences lived during the internship and the theoretical-practical contents of the course were merged in an initial repertoire of practices, at a time when they are shaping their self-images as teachers. Based mainly on the conceptions of memory (Halbwachs), autobiography (Nóvoa, Souza), professional life cycle (Huberman), professional knowledge of teachers (Tardif) and productions on teaching internship (Souza, Schön), it was possible to verify that the new teachers mainly express a feeling of isolation, the fear of peer judgment and the nuances of the teaching relationship with the students. At this point, we can see that feeling is a relevant factor in their practical learning, mainly because they are themselves implied as persons.