Reduzindo as lacunas de conhecimento no ensino fora da área: uma exploração qualitativa dos desafios dos professores, estratégias de ensino e apoio institucional
DOI:
https://doi.org/10.48017/dj.v10i2.3372Palavras-chave:
Análise temática, Ensino fora da especialidade, Desafios docentes, Estratégias instrucionais, Desenvolvimento profissionalResumo
Este estudo qualitativo investiga as experiências complexas e os desafios enfrentados por professores que lecionam disciplinas fora de suas áreas formais de formação, fenômeno conhecido como ensino fora da especialidade (out-of-field teaching). Utilizando uma abordagem qualitativa, os pesquisadores realizaram entrevistas semiestruturadas aprofundadas com 40 docentes de escolas públicas designados para ensinar disciplinas além das suas qualificações específicas. Os dados qualitativos obtidos foram submetidos à análise temática, permitindo a identificação sistemática de padrões recorrentes e temas relevantes que ilustram as realidades vivenciadas pelos professores nesta situação. Os resultados destacam desafios críticos, incluindo lacunas substanciais no conhecimento específico, aumento na carga de trabalho, redução da autoconfiança docente e dificuldades significativas em manter o engajamento dos alunos. Apesar desses obstáculos, os professores adotaram ativamente estratégias instrucionais adaptativas, tais como práticas colaborativas com colegas, instrução diferenciada, métodos de ensino interativos e centrados no estudante, além de investir significativamente em aprendizagem autônoma para superar suas limitações. Adicionalmente, os participantes identificaram o desenvolvimento profissional direcionado, programas estruturados de mentoria, alocação adequada de recursos, ajustes na carga de trabalho e reformas em políticas que alinhem atribuições docentes às suas especializações como apoios institucionais essenciais para melhorar sua eficácia e satisfação profissional.
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