Subjects and contexts in the teaching induction: Imaginary of change, or change of the imaginary?

Abstract

This work aims to contribute to the understanding of the subjective processes occurred during the first teaching experiences of future Elementary School teachers in their relationship with thesocio-professional framework in which they unfold. The proposed analysis revolves around the discursive productions of the groups of practitioners interviewed in the fieldwork, within the framework of a doctoral research based on the contributions of psychosocial perspectives, from group and institutional aspects. The empirical material analyzed reveals a persistent and constant reference: on the one hand, to certain aspects of the teaching practice that question this practice and that are interpreted as “novelties” and typical of the contemporary social scene; on the other hand, to the classroom, institutional and work contexts, predominantly experienced as obstacles to the achievement of the objectives pursued in the pedagogical work; objectives associated with an imaginary of change of the teaching practice, of the school institution, and of society.