TEACHER'S APPRENTICE: THE BEGINNING OF THE CAREER IN CHILD EDUCATION

Abstract

The present work aims to identify possible challenges faced by beginning teachers in early childhood education. Therefore, we start from the following questions: what may be the challenges faced at the beginning of the career? Do these teachers have support from managers in their daily pedagogical practices? What are the possibilities that help you adapt and stabilize your career? To elucidate these questions, we carried out a qualitative research, and as a methodology we chose to carry out a bibliographic survey, on digital platforms, identifying in the literature in the area of ​​early childhood education, its teaching specificities, and in the area of ​​teaching professionalization, the beginning teacher. We also chose to carry out narrative interviews from the perspective of an autobiographical approach. As a result, we identified that the orientation of pedagogical work, by school managers, contributes to professional development. We infer that insecurity and emotional instability are present at the beginning of a career, and the possibilities to adapt to the profession are the learning acquired with more experienced teachers, and acting in teacher training programs, such as the Teaching Initiation Program- PIBID are spaces for career engagement and professional construction.  We also highlight the mandatory curricular internship role, in which it is possible to acquire knowledge that can minimize the shock of entry at the beginning of a career.