Relationships of the initial professional formative trajectory and the beginning of teaching in Physical Education in Basic Education

Abstract

When we consider the complexity of the beginning of the teaching profession and that the transformation trajectories (initial and in-service formation) of these professionals drive different moments of ‘being’ and ‘existing’ in the profession, we was aimed in this study to analyze the perceptions of Physical Education (PE) teachers beginners in Basic Education (BE), from the public education system, in a city in the interior of the state of Rio Grande do Sul (Brazil), about the relationships of the initial professional formative trajectory and the beginning of the teaching. We was characterized the research as qualitative with an (auto)biographical approach where we was used the oral narrative that was recorded, transcribed and analyzed in light of the identification of meanings. Participated three beginners PE teachers in BE from the aforementioned education system and city. In the results we was concluded that we identified three different types of trajectories: 1st) ‘the trajectory of Teacher 1 who went through the survival and discovery characteristics of the career entry phase’; 2nd) ‘the trajectory of Professor 2 who did not go through the survival stage, but rather went straight to the discovery stage’; and, 3rd) ‘the trajectory of Teacher 3 who was unable to overcome the survival stage, characterized by the shock with school reality, and thinks about abandoning his teaching career’. That way, we conclude that the reason for choosing the course, what we do during initial professional formation, are very decisive in whether or not the training is good, as well as in the development of teaching at the entry stage in the career, as it can even determine the future of the relationship with work.