Novice educators and multidisciplinarity in the early years of basic education

Abstract

The study presents the results of a research on the professional insertion of teachers working with multidisciplinarity in the early years of basic education. The objective is to understand how teachers with a degree in pedagogy and in a situation of professional insertion in classes in the early years of primary schools mobilize professional knowledge to meet the specificities of multidisciplinary teaching. This study was directed, methodologically, by a narrative research, through interviews with seven teachers licensed in pedagogy. These narratives, when set up in theoretical dialogue with Cruz, Farias e Hobold, Cochran-Smith, Pugas and Shulman made it possible to verify that: I) several hardships affect the insertion of female teachers; II) welcoming novice educators is a neglected practice; III) the institutional context in addition to the severity of the Covid-19 pandemic strained their teaching practice; IV) handling the contents, in the pedagogical work organization, represents the most difficult factor for multidisciplinary teaching; V) the use of textbooks and handouts are essential for teaching; VI) interdisciplinarity emerges as a pedagogical path.