<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062022000100305</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v32.n.65.s16545</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ciclo de vida profissional dos professores do Distrito Federal: temporalidade e condições de trabalho]]></article-title>
<article-title xml:lang="es"><![CDATA[Ciclo de vida profesional de los docentes del Distrito Federal: oportunidad y condiciones de trabajo]]></article-title>
<article-title xml:lang="en"><![CDATA[Professional life cycle of the Federal District teachers: temporality and working condition]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Kátia Augusta Curado Pinheiro Cordeiro da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cruz]]></surname>
<given-names><![CDATA[Shirleide Pereira da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[Brasília Distrito Federal]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[Brasília Distrito Federal]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>32</volume>
<numero>65</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062022000100305&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062022000100305&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062022000100305&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo visa analisar o ciclo de vida profissional docente no contexto do Distrito Federal (Brasil), considerando as diferentes fases indicadas pela literatura nacional e internacional (Huberman, 2000, Marcelo Garcia, 2019; Vaillant, 2008; Papi, 2011). A metodologia trata da análise dos dados da relação entre a temporalidade e as condições de trabalho. O estudo é resultado de uma pesquisa com professores ingressantes/iniciantes da educação básica na rede de Educação do Distrito Federal. Foram utilizados como fonte de dados 403 questionários e 70 entrevistas. Teoricamente, este estudo referencia-se em Huberman (1989, 1992 e 1995), Duarte (2013), Marx (1999), Luckas (1990), entre outros. Elegemos a relação entre estágios da vida profissional e o envolvimento com o trabalho docente. O resultado apresenta que as marcas temporais têm evidências no ciclo de vida profissional, mas que as marcas de vivência (perjivânie) constituem a vida profissional dos professores do Distrito Federal. A síntese que emerge apresenta as dificuldades e descobertas dos professores iniciantes/ingressantes, intrinsecamente ligadas às suas condições e as formas de realização de trabalho. Entende-se que a construção de novas relações e condições de trabalho podem possibilitar o enfrentamento coletivo das condições objetivas e subjetivas, que obstaculizam o processo de constituição de uma individualidade para si.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente articulo tiene como objetivo hacer un análisis del ciclo de la vida profesional docente en el contexto del Distrito Federal (Brasil), considerando las diferentes fases indicadas por la literatura nacional e internacional (Huberman, 2000; Marcelo Garcia, 2019; Vaillant, 2008; Papi, 2011). La metodología trata del análisis de los datos de la relación entre la temporalidad y las condiciones de trabajo. El estudio ha resultado de una investigación con profesores ingresantes/iniciantes de la Educación Básica en la red de educación de Distrito Federal. Han sido utilizadas como fuentes de datos 403 encuestas y 70 entrevistas. Teóricamente, este estudio se referencia en Huberman (1989, 1992 e 1995), Duarte (2013), Marx (1999), Luckas (1990), entre otros. Elegimos a la relación entre etapas de la vida profesional y el compromiso con el trabajo docente. El resultado muestra que las marcas temporales poseen evidencias en el ciclo de vida profesional, pero que las marcas de vivencia (perjivânie) constituyen la vida profesional de los profesores del Distrito Federal. La síntesis que emerge de la realidad presenta que las dificultades y descubrimientos de los profesores iniciantes/ingresantes están intrínsecamente conectados a sus condiciones y formas de realización del trabajo. Se comprende que la construcción de nuevas relaciones y condiciones de trabajo pueden posibilitar el enfrentamiento colectivo de las condiciones objetivas y subjetivas que obstaculizan el proceso de constitución de una individualidad para uno mismo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to analyze the teaching professional life cycle in the context of the Federal District (Brazil), considering the different phases indicated by the national and international literature (Huberman, 2000, Marcelo Garcia, 2019; Vaillant, 2008; and Papi, 2011). The methodology deals with the analysis of data on the relationship between temporality and working conditions. The study is the result of a survey with new/beginner teachers of basic education in the Education network of the Federal District. As data sources 427 questionnaires and 70 interviews were used. Theoretically, this study refers to Huberman (1989, 1992 and 1995), Duarte (2013), Marx (1999), Luckas (1990) among others. We chose the relationship between professional life stages and involvement with teaching work. The result shows that temporal marks have evidence in the professional life cycle, but that the marks of experience (perjivanie) constitute the professional life of teachers in the Federal District. The synthesis that emerges from the real shows that the difficulties and discoveries of beginning/entry teachers are intrinsically linked to their conditions and the ways of carrying out work, it is understood that the construction of new relationships and working conditions can enable the collective confrontation of the objective and subjective conditions that hinder the process of constituting an individuality for oneself.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ciclo de vida profissional]]></kwd>
<kwd lng="pt"><![CDATA[Temporalidade]]></kwd>
<kwd lng="pt"><![CDATA[Condições de trabalho]]></kwd>
<kwd lng="pt"><![CDATA[Brasil]]></kwd>
<kwd lng="pt"><![CDATA[Professores]]></kwd>
<kwd lng="es"><![CDATA[Ciclo de Vida Professional]]></kwd>
<kwd lng="es"><![CDATA[Temporalidad]]></kwd>
<kwd lng="es"><![CDATA[Condiciones de Trabajo]]></kwd>
<kwd lng="es"><![CDATA[Brasil]]></kwd>
<kwd lng="es"><![CDATA[Profesores]]></kwd>
<kwd lng="en"><![CDATA[Professional Life Cycle]]></kwd>
<kwd lng="en"><![CDATA[Temporality]]></kwd>
<kwd lng="en"><![CDATA[Working Conditions]]></kwd>
<kwd lng="en"><![CDATA[Brazil]]></kwd>
<kwd lng="en"><![CDATA[Teachers]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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