Brazilian educational legislation aimed at teachers at the beginning of their careers and their impact on the initial teaching action

Abstract

The present study comes from the investigative analyzes of a Thesis proposal, in progress, in a Post graduate Program in Education of a public university in Ceará, focusing on the apprenticeship and professional development of early-career math teachers. For this cut, we resort to documentary analysis, based on a qualitative perspective and anchored in guiding theoretical subsidies, in order to ascertain the existence, within the national legislative scope, of elements intended to contribute in the initial phase of the teaching career, as well as analyzing the viability of such elements, in encouraging teachers to develop professionally. The documents analyzed were the Federal Constitution of 1988; the National Education Guidelines and Bases Law (LDB, Law 9394/96); the National Education Plan (2014 - 2024); Resolution nº 1, of July 2, 2019 that amended the Art. 22 of CNE/CP Resolution nº 2 of 1 July 2015; Resolution CNE/CP nº 2, of 20 December 2019 defining the National Curriculum Guidelines for initial teacher training for basic education and establishing the common national basis for initial teacher training for basic education and Resolution CNE/CP nº 1 of 27 October 2020, which provides on the National Curriculum Guidelines for the Continuing Training of Basic Education Teachers and establishes the Common National Base for the Continuing Training of Basic Education Teachers (BNC-Continuing Training). The collected materials were submitted to content analysis. We found that only the National Education Plan has a strategy that alludes to contributing to the insertion and introductory work of beginning teachers. However, we identified limitations in the proposal, given its evaluative and classificatory content, which stands out over the others, serving as a parameter for deliberation regarding the effectiveness or not of the teacher in a given education system. Therefore emerges, the relevance of the design of public policies for the professional insertion of teachers, focusing on the knowledge of the complexity that guides the school, seeking a favorable transition between initial training and the beginning of teaching, contributing to a performance that encourages the teacher to learn and develop professionally, in a way of stimulating and encouraging formative continuity throughout life and the design of actions aimed at the needs of students and the context with they interact.