Violence and Power. The other Insertion to the Teaching of the Novice Teacher of Primary Education

Abstract

This paper presents the results of an investigation on the appropriation and development of teaching knowledge of novice teachers during their first experiences of professional practice in the state of Sinaloa (Mexico). The evidence revealed an alternative insertion environment that provided knowledge constrained by a criminal context endemic to communities affected by drug trafficking. Hence, the theoretical positioning addressed the social relations of violence and power in view of their epistemic value re-signifying the effect of the clash with reality, typical of this stage where an incipient professional socialization is experienced. The methodology was qualitative in nature, based on ethnosociology and the life story interview, recovering the experiences of 70 new teachers chosen through a non-probabilistic sample, a typical-ideal case. The results were grouped, according to their recurrences, into four hierarchical dimensions: 1) personal, 2) school, 3) community and 4) delinquency, according to their level of affectation. Among the conclusions, it is noted that the insertion of the novice teacher immersed in an environment dominated by the subculture of drug trafficking, transfigures the learning of the profession with specific and usable teaching knowledge to survive this contingency given its intra- and inter-academic influence.