Professional integration and initial teaching practices:

some questions

Abstract

This article presents some theoretical points that justify the choice of the subject of an ongoing research project, which deals with how graduates of Pedagogy courses, who work in the early years of primary education in public schools, experience their entry into teaching and what elements characterize their preparation for entering the profession in regions of high vulnerability. The propositions presented in the text aim to problematize the extent to which novice teachers correlate the relationships between the community and the school, as well as the official curriculum and its subjects, and how this unfolds in their teaching foundations and practices, based on a critical analysis of the place in which the school - and its tensions - is located, the place where they develop their work, constitute their professional identity and drive their professional development. This proposed discussion seeks to contribute to the field of teacher training, to studies on novice teachers and to the educational processes of public schools, with the aim of questioning the plurality that is intertwined with living in cities or in the countryside and its respective impact on those preparing to develop initial teaching practices.