ABSTRACT
This paper analyzes the process of professional insertion of beginning teachers, graduates of three initiation programs for teaching: Programa Institucional de Bolsas de Iniciação à Docência, Bolsa Alfabetização e Residência Pedagógica da Universidade Federal de São Paulo/Guarulhos. Theoretical references included concepts like professional socialization, institutional climate and professional insertion. The research methodology involved a survey of 1,237 graduates from 18 higher education institutions in the Northeast, Midwest, South and Southeast regions of the country. The results showed that 67% of the graduates were working in schools, and most of them in public schools (61%); the majority of them declared having received support from peers, parents and managers, and positive feedback from pupils. Half the respondents reported little satisfaction with the number of students per class and salary.
KEYWORDS:
beginning teachers; professional insertion; teaching initiation