The beginning of professional teaching activity from the embracement

contexts, assumptions and conceptual contributions

Abstract

The initial period of the professional teaching practice is marked by various challenges, as beginning teachers come across a path of uncertainties and build their professionalism. The article deals the beginning of professional teaching practice, focusing on the analysis of embracement as an essential practice to promote the professional insertion of beginning teachers and aims to contribute to the debate on embracement strategies that value the beginning teacher as a subject in continuous formation. Methodologically, it is a bibliographic study that crosses the results of a survey of academic production on beginning teachers and the initial of the professional teaching practice with conceptual references on embracement. To problematize embracement as a concept, we use the theoretical contributions of Romanini, Guareschi and Roso (2017). The search for academic productions was carried out in the Digital Library of Theses and Dissertations - BDTD, delimiting the period between 2015 and 2023. The results point to two conclusions: the absence of public policies aimed at the embracement and inducting beginning teachers in Brazil and few studies that address the embracement of these professionals into schools, as the term is treated in a diffuse way. The works analyzed mobilize assumptions to think of embracement in a sense that has less to do with “reception” and more to do with “embracement”, as a set of actions aimed at understanding this initial moment of teaching practice in its formative possibilities, which sees the challenges as a possibility for reflection.