Possibilidades de acompanhamento pedagógico de professores iniciantes frente aos desafios do trabalho em um instituto federal de educação, ciência e tecnologia ; Pedagogical monitoring possibilities of beginners teachers in face of challenges of work at a federal institute of education, science and technology

This research, developed within the framework of Professional Master's Program in Public Policies and Educational Management from Universidade Federal de Santa Maria (UFSM), during 2015 to 2017, focuses on the pedagogical monitoring (PM) of beginners teachers at a Federal Institute of Education, Science and Technology. As a goal, we seek to understand the possibilities for monitoring, which is realized by the Pedagogical Support Sector, through the work of beginning teachers at IFFar - Panambi Campus, in order to signal guidelines that may guide the of these teachers, in this case, the research product. The research problem consists of the following question: How can the demands evidenced in the work of beginning teachers at the Federal Institute Farroupilha - Panambi Campus, guide the work actions of the Pedagogical Support Sector (PSS) of this institution? In order answer this question, we are guided by three questions: 1) How is characterized the work of beginning teachers at Farroupilha Federal Institute - Panambi Campus? 2) How is the work of pedagogical monitoring, realized by the professionals from Pedagogical Support Sector (PSS) of IFFar - Panambi Campus? 3) Which demands are pertinent to the Pedagogical Support Sector in the orientation of teachers who begin to work at Farroupilha Federal Institute - Panambi Campus? The used methodology was based on pedagogical research (LANKSHEAR; KNOBEL, 2008), with quality approach (GATTI; ANDRÉ, 2010 and GHEDIN; FRANCO, 2011), and the analysis was based on the categorization process anchored by Grounded Theory (CHARMAZ, 2009). As information gathering instruments, we used individual interviews (MINAYO, 2006) and focus groups (BARBOUR, 2009 and ZAMBON, 2015). In order to base the theoretical-conceptual and theoretical-practical contributions in this work, we use as references Canário (2006) and Santos (2011), to emphasize the current challenges posed to the contemporary school; Tardif; Lessard (2005) and the conception of teaching work; Garcia (2009), Huberman ...