| dc.description.abstract | This Thesis presents an analysis of the teaching of beginning teachers in schools on the rural Brazil-Bolivia border, in the municipality of Cáceres, State of Mato Grosso. As specific objectives, it was proposed to: (a) understand how the teaching of beginning teachers is constituted in schools on the rural frontier between Brazil and Bolivia in the different dimensions of the teaching practice; (b) identify and analyze the specificities that emerge from the teaching of these teachers; (c) recognize and analyze the process of constitution of these teachings; and, (d) verify their difficulties and needs. The research followed a theoretical-methodological (of) training approach, which creates alternatives through theoretical and analytical tools and is concerned with thinking-doing participatory and formative research, bringing the collective to rethink and create other ways of thinking and carrying out the pedagogical practice, so that participants become disaffected from one way of doing to another way of thinking and doing. Interviews were used from a semi-structured script, with the participation of five beginning teachers who work in the early years of elementary school (training pedagogues). With regard to the data analysis methodology, an analysis of groups of meanings was performed, they are ways of representing what is recurrent, marked as a group, set of narratives, records, which can be grouped with the same meaning, showing this set to identify what was evident in the material produced. In order to understand the welcoming teachings and the different dimensions of the teaching practice that begins, the ethical philosophy of alterity of Emmanuel Lévinas and Jacques Derrida was used as a theoretical approach. The results showed that beginning teachers have the power of teaching with traits of welcoming the other, characterized as the germ of welcoming teaching, although with many weaknesses in the ways of teaching in multigrade classrooms, both in knowledge about teaching and in the pedagogical support of schools and the policies of the education department with regard to training aimed at multigrade classrooms. The pedagogical responsibility of beginning teachers was the first aspect that emerged in the meeting with the students. This responsibility of total donation to those who arrive, with the intention of teaching them, is a specificity of welcoming teaching, which begins with the hospitality of the other. However, pedagogical responsibility is a characteristic of the school ethos, not only of the teacher, but also of the community and school management, and must be supported by educational policy, which would validate the pedagogical responsibility of beginning teachers in the curriculum, in the political project. pedagogical, planning and approved projects. This made it possible to defend the following thesis that welcoming teachings are not only constituted by welcoming the other, in their affective dimension and inclusion in the same physical space, it is necessary to create conditions for teaching and learning to be carried out by attending to the other in all their needs, to ensure that the student can advance in their knowledge and not just be included in the school space. | en |
