Realidade encontrada pelos professores de Geografia em início de carreira no contexto pós-ensino remoto: da iniciação docente à construção do conhecimento geográfico escolar.

Abstract

This paper is inserted in the themes related to the initiation to the teaching of Geography teachers in the post-remote teaching context. This research is the result of investigations carried out with the aim of understanding the main challenges faced by Geography teachers who began their practices immersed in a context of returning to presential teaching. In order to obtain a better understanding of what was experienced by these professionals, we used semi-structured interviews with primary data, allowing us to conduct a qualitative case study to analyze the data found. Throughout the paper, we aim to understand the importance of the beginning of the professional activity for the Geography teacher; analyze the consequences of the experience of this phase in the remote post-teaching with regard to the modeling of teacher identity; understand the school as a space for the construction of geographic knowledge and ascertain the difficulties, as well as the expectations of these professionals. It is evident that the process of learning to teach only becomes effective in the classroom, and the shaping of the professional identity of these interlocutors was formed based on the social context in which they are embedded, that is, considering the efforts towards the precariousness and deprofessionalization of teaching practice.