<?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>2176-6681</journal-id>
<journal-title><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></journal-title>
<abbrev-journal-title><![CDATA[R. Bras. Est. Pedag.]]></abbrev-journal-title>
<issn>2176-6681</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2176-66812023000100219</article-id>
<article-id pub-id-type="doi">10.24109/2176-6681.rbep.5565</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Pedagogas iniciantes e a multidisciplinaridade nos anos iniciais do ensino fundamental]]></article-title>
<article-title xml:lang="en"><![CDATA[Novice educators and multidisciplinarity in the early years of basic education]]></article-title>
<article-title xml:lang="es"><![CDATA[Pedagogas iniciantes y la multidisciplinariedad de la enseñanza en la escuela primaria]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Letícia Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cruz]]></surname>
<given-names><![CDATA[Giseli Barreto da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro (UFRJ)  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro Rio de Janeiro]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro (UFRJ)  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro Rio de Janeiro]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro (UFRJ)  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro Rio de Janeiro]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Pontifícia Universidade Católica (PUC-Rio)  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro Rio de Janeiro]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>104</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812023000100219&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812023000100219&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812023000100219&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O artigo apresenta resultados de uma pesquisa sobre a inserção profissional de professoras que atuam com a multidisciplinaridade nos anos iniciais do ensino fundamental. Ainda, objetiva compreender como professoras licenciadas em pedagogia e em situação de inserção profissional em turmas dos anos iniciais do ensino fundamental mobilizam os saberes profissionais para atender às especificidades da docência multidisciplinar. Metodologicamente, orientou-se pela pesquisa com narrativa, por meio de entrevistas com sete professoras licenciadas em pedagogia. As narrativas, postas em diálogo teórico com Cruz, Farias e Hobold, Cochran-Smith, Pugas e Shulman, possibilitaram constatar que: i) a inserção das professoras enfrenta dificuldades de diferentes ordens ; ii) o acolhimento ao iniciante é uma prática negligenciada; iii) o contexto institucional somado à gravidade da pandemia de covid-19 tensionaram a docência das iniciantes; iv) o tratamento do conteúdo representa o fator de maior dificuldade para o ensino multidisciplinar na organização do trabalho pedagógico; v) o uso dos livros didáticos e das apostilas mostra-se basilar para a docência; e vi) a interdisciplinaridade aparece como caminho pedagógico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The study presents the results of a research on the professional insertion of teachers working with multidisciplinarity in the early years of basic education. The objective is to understand how teachers with a degree in pedagogy and in a situation of professional insertion in classes in the early years of primary schools mobilize professional knowledge to meet the specificities of multidisciplinary teaching. This study was directed, methodologically, by a narrative research, through interviews with seven teachers licensed in pedagogy. These narratives, when set up in theoretical dialogue with Cruz, Farias e Hobold, Cochran-Smith, Pugas and Shulman made it possible to verify that: I) several hardships affect the insertion of female teachers; II) welcoming novice educators is a neglected practice; III) the institutional context in addition to the severity of the Covid-19 pandemic strained their teaching practice; IV) handling the contents, in the pedagogical work organization, represents the most difficult factor for multidisciplinary teaching; V) the use of textbooks and handouts are essential for teaching; VI) interdisciplinarity emerges as a pedagogical path.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El artículo presenta resultados de una investigación sobre la inserción profesional de docentes que actúan con la multidisciplinariedad en los primeros años de la enseñanza fundamental. También tiene como objetivo comprender cómo profesoras licenciadas en pedagogía y en situación de inserción profesional en las clases primarias movilizan saberes calificados para atender las especificidades de la enseñanza multidisciplinaria. Metodológicamente, se orientó por un análisis narrativo, por medio de entrevistas con siete profesoras licenciadas en pedagogía. Las narrativas, puestas en diálogo teórico con Cruz, Farias y Hobold, Cochran-Smith, Pugas y Shulman, permitieron comprobar que: i. dificultades de diferentes órdenes afectan a la inserción de las profesoras; ii. el acogimiento al iniciante es una práctica marcada por la negligencia; iii. el contexto institucional más a la gravedad de la pandemia de COVID-19 tensionaron la docencia de las iniciantes; iv. el tratamiento del contenido representa el factor de mayor dificultad para la enseñanza multidisciplinaria en la organización del trabajo pedagógico; v. el uso de los libros didácticos y de los manuales es fundamental para la docencia; vi. la interdisciplinariedad aparece como camino pedagógico.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[inserção profissional docente]]></kwd>
<kwd lng="pt"><![CDATA[pedagogos iniciantes]]></kwd>
<kwd lng="pt"><![CDATA[ensino multidisciplinar]]></kwd>
<kwd lng="pt"><![CDATA[saberes profissionais]]></kwd>
<kwd lng="pt"><![CDATA[pesquisa narrativa]]></kwd>
<kwd lng="en"><![CDATA[professional teacher insertion]]></kwd>
<kwd lng="en"><![CDATA[novice educators]]></kwd>
<kwd lng="en"><![CDATA[multidisciplinary teaching]]></kwd>
<kwd lng="en"><![CDATA[professional knowledge]]></kwd>
<kwd lng="en"><![CDATA[narrative research.]]></kwd>
<kwd lng="es"><![CDATA[inserción profesional docente]]></kwd>
<kwd lng="es"><![CDATA[pedagogos iniciantes]]></kwd>
<kwd lng="es"><![CDATA[enseñanza multidisciplinaria]]></kwd>
<kwd lng="es"><![CDATA[saberes profesionales]]></kwd>
<kwd lng="es"><![CDATA[análisis narrativo.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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