ART TEACHERS ON THE EARLY YEARS OF TEACHING

This article is part of a research that investigated the feelings and emotions of the teachers of art actuating in public schools in Sao Paulo at time of starting and early years as a professional in teaching. In the qualitative research approach the semi-structured interview was used, which sought to unveil the most significant data on personal and professional trajectory of teachers in early career, their feelings, emotions, dilemmas and discoveries. According to a report developed by eight teachers, it was noted that this initial stage of professional development was marked by feelings of insecurity, dissatisfaction and disenchantment with the reality of public school, its agents, work conditions, relationships with peers and students, among others. However, teachers have demonstrated an ability to overcome the difficulties and challenges they faced in the initial stage of their career, which influenced in their way of conceiving the profession and the teaching of art in public schools.