Início da docência: o que revelam os professores recém-formados em Geografia da Universidade Federal de Campina Grande - CFP.

Abstract

This work seeks to analyze the difficulties faced by recent graduates in Geography from the Federal University of Campina Grande, Cajazeiras campus. The research was carried out with four professionals who graduated from the course, who had at least one year of teaching experience. The participants in this research were characterized to understand how the relationship between the theory seen in initial training and the practice experienced by recent graduates occurs, such as identifying the positive and negative points experienced on a daily basis by teachers and describing these situations that gained more evidence cited by the participating teachers. That said, in the case of qualitative research, our methodological approach was mapping the research subjects; application of a questionnaire with open and closed questions; and analysis of the data obtained. this study has asits main theoretical basis Silva (1997) Marcelo Garcia (2008), Huberman (2000), Nóvoa (2000), Ramalho; Nuñez; Gauthier (2004); Romanowski (2012); Tardif (2000). This analysis carried out with former teachers highlights how difficult and challenging this beginning of a teaching career is, permeated by insecurity and fear of working in the classroom.