The political meanings attributed to the social role of the school by teachers beginning in the career

Abstract

We present an investigation about the beginning teacher in the career, with the objective of understanding the political meanings attributed to the role of the school by these teachers. The idea of ​​this investigation arises from questions raised about the beginning of teaching, guiding the difficulties and discoveries of the stage as a beginner, the works of Huberman (2000) refer to the studio. Articulating quantitative and qualitative methodological approaches, this investigation is of a sample nature, using interviews with teachers, with the aim of working with subjects who have recently joined the classroom as teachers, conducting interviews with 10 teachers of basic education. Based on a study based on the methodology of the nucleus of meaning (Aguiar and Ozella, 2013), we summarize the meanings of teachers about the role of the school based on three categories: a) School for social adaptation; b) School for social reform; and c) Escuela para el cambio social, which allows us to contribute to the field of teacher training, specifically the entry into a teaching career, its challenges and achievements, strengthening the function of a school linked to a social commitment to human emancipation.