A teia de relações humanas que tecem o ofício de uma professora iniciante de língua portuguesa

Abstract

The early stages of teaching are characterized by challenges in interpersonal relationships and in mastering pedagogical practices (Freudenberger, 2011; 2020; Garcia, 1999) that impact the teacher's profession, potentially leading to tensions, insecurities, isolation from colleagues, and negative judgments (Freudenberger, 2011; 2020; Garcia, 1999). Within this context, this study aims to investigate the interpersonal relationships inherent in the early teaching experiences of a novice Portuguese language teacher, specifically within the setting of remedial classes. Drawing upon theoretical frameworks from research on novice teachers' experiences (Amorim; Maestrelli, 2020; Anjos; Nacarato, 2020; Costa et al., 2019; Freudenberger, 2011; 2020; García, 1999; Martinez et al., 2022) and studies examining teaching practices and collective work (Clot, 2006; 2010; 2013; 2020; Dantas, 2014; Osório; Ramminger, 2014), this research analyzes data derived from a recorded conversation in a video conference setting between the novice teacher and her research mentor. Through qualitative analysis, this study unveils a complex network of interpersonal relationships that shape the experiences of a novice teacher, highlighting aspects such as embracing (or lack thereof), recognition of teaching identity, collaboration, and emotional support.