PROFESORADO PRINCIPIANTE: ENTRE MONTA AS Y VEREDAS, APRENDIENDO A SER MAESTRO EN EL SURESTE MEXICANO

This article presents the rresults of the investigation called "The fi rst years of teaching in basic education: reconstruction of practices and experiences in disadvantaged contexts" which presents evidence of the situation faced by beginning teachers in rural communities in the state of Chiapas in the southeast of Mexico.The article recovers the adventures, anxieties and lessons from the fi rst days and months that beginning teachers experience in the workplace, and in the community. From a series of on-site interviews the article reports not only the experience, but also the gap between the training processes offered by teacher education institutions, and the reality lived by beginning teachers. The article emphasizes that there is not support, and assistance for the fi rst years of teaching. It also provides evidence based on teachers’ testimonies, that it is the reality they experience that turns them into teachers and, commits them to the profession in which they are immersed. The article has a broader purpose, which is to document the reality, and participate in the debate about the need to establish, and support programs for beginning teachers to develop and strengthen the teaching task. As it will be noticed beginning teachers live intensively their fi rst teaching years, despite the diffi culties and confl icts, it is a revealing and formative meaningful experience. The issue is systematized and presented as a resource that can enrich continuing education.Resumen: Resultado del trabajo de campo de la investigación “los primeros a os de ejercicio docente en educación básica. Reconstrucción de prácticas y experiencias en contextos desfavorecidos”, se presenta evidencias de la situación que enfrentan los profesores principiantes en las comunidades rurales del estado de Chiapas, en el sureste mexicano. Se recupera las peripecias, angustias y los aprendizajes de los primeros días y meses que como profesores principiantes viven en el centro de trabajo y la comunidad. A partir de una serie de entrevistas in situ se documenta la experiencia, pero sobre todo se desentra a la distancia entre los procesos de formación que ofrecen las instituciones formadoras de profesores y la realidad que les toca vivir a los nuevos trabajadores de la educación; se destaca que no existe apoyo y acompa amiento para esos primeros momentos del ejercicio docente. Se hace evidente y como lo se alan los profesores, es la realidad lo que los forma y los compromete con la actividad professional en la que se encuentran inmersos. El trabajo forma parte de una intención mayor, la