FEELINGS THAT CROSS THE TEACHING PROFESSIONAL INSERTION: FROM FRUSTRATION TO ACTION

The article discusses part of a research that analyzed the possibilities and challenges of inducing peers to act and react by teachers who are in their first years of professional practice. Inserted in the field of narrative as an (auto)biographical activity, it was conducted from the perspective of research-training as a teacher induction strategy. Theoretically, it is based on the understanding of teacher induction as a systematic and intentional process of formative accompaniment of the beginning teacher guided by the epistemic-formative principles of narrative research. Based on the analyses, the difficulties and challenges faced by beginning teachers during their professional insertion are discussed. It was considered that despite the feeling of anguish and insecurity, the narratives do not point to giving up, but they reveal meanings that are configured in aspects that cross two opposite poles - from frustration to action.