The teaching professionalization of teachers entering the EBTT career: construction of a postponed professionalism

Abstract

This article aims to analyze the experiences of professional socialization in the process of professionalization and construction of the teaching professionalism of the teacher entering the EBTT career, taking into account the welcoming and acclimatization actions developed by the Teacher Reception Program within the scope of a federal institution in the North of Minas Gerais. The theoretical-methodological perspective is based on Historical-Dialectical Materialism (HDM). Key concepts of professionalization, professionality and professional socialization were adopted to access, collect and analyze program data using the questionnaire, interview and documents made available by the program coordination as instruments. The results demonstrate the existence of a Teacher Reception Program for the reception, adaptation and training of new teachers. However, the actions are aimed at implementing an empirical professionalism in teacher training, in which the affective dimension of reception prevails in a program that systematizes the teacher's adaptation to the institution, which demonstrates the lack of an integrated socialization project to insert them into the institutional culture, in order to facilitate professional adaptation. It is concluded that the formally instituted actions of a scientific nature of professionalism are limited to the EPT Training Course.