Professoras iniciantes da educação infantil : encantos e desencantos da docência.

The beginning of the teaching career, marked by the passage of the student status to teacher, as a student towards professional represents the first step in the professional teaching development. This phase characterizes the beginning of the career of teaching as a time marked by many anxieties, discoveries, challenges, and attempts such as "trial and error" and also as a moment where the teacher lives a "clash of realities”. This research refers to a study on the professional development of beginning teachers of Early Childhood Education. In order to understand this phase of his career and the subjects belonging to it we support on authors such as Garcia (1998; 1999; 2009), Huberman (2000), Tardif and Raymond (2000) and Lima (2006; 2011). We define research as problem understanding the challenges and dilemmas of the beginning teachers who work in Early Childhood Education from the municipal public network coverage of the 25th Regional Superintendent of Education Ouro Preto, MG, Brazil. In order to find answers to our research problem we establish the objectives to identify and analyze the dilemmas and tensions experienced by teachers of Early Childhood Education in the first years of professional development. As methodological research developed a predominantly qualitative approach. For the collection of data we decided to use a questionnaire, observation and semi-structured interview and for the exploitation of the data analysis we chose prose. The study found that beginning teachers of Early Childhood Education experience various dilemmas and tensions in the first years of his career that were identified in the speech by finding factors that lead to both charm and/or disenchantment. The enchantment comes when they reveal that they feel taken for being in the profession who they have always dreamed, to be working with students from the age group they identify and feel "love" for them, take a own classroom, able to receive and give affection realize that the experiences with classroom and contributed to the stages they would not get lost and they can turn to their peers to seek support. But, linked to these positive findings, there is the "disenchantment" revealed by them when they realize that the initial formation course not prepared them to work with this segment of education; when they notice that there is a significant distance between the theoretical knowledge and practice, before the difficulty of having no one to turn to and seek support in the classroom; and must improvise when faced with unexpected situations in the classroom. The research revealed the need to recognize the importance and necessity of building proposals, programs and activities of initiation to teaching in order to enable further approximation of educational practice in Early Childhood Education.