<?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>0104-7043</journal-id>
<journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></journal-title>
<abbrev-journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></abbrev-journal-title>
<issn>0104-7043</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-70432023000300287</article-id>
<article-id pub-id-type="doi">10.21879/faeeba2358-0194.2023.v32.n71.p287-307</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[DA INSERÇÃO PROFISSIONAL À PERSEVERANÇA DOCENTE: TRAJETÓRIAS DE DOCENTES DO DISTRITO FEDERAL]]></article-title>
<article-title xml:lang="en"><![CDATA[FROM PROFESSIONAL INSERTION TO TEACHER&#8217;S PERSEVERANCE: TRAJECTORIES OF TEACHERS FROM THE FEDERAL DISTRICT]]></article-title>
<article-title xml:lang="es"><![CDATA[DE LA INSERCIÓN PROFESIONAL A LA PERSEVERANCIA DOCENTE: TRAYECTORIAS DE DOCENTES DEL DISTRITO FEDERAL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Damasco]]></surname>
<given-names><![CDATA[Denise Gisele Britto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Passos]]></surname>
<given-names><![CDATA[Laurizete Ferragut]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2023</year>
</pub-date>
<volume>32</volume>
<numero>71</numero>
<fpage>287</fpage>
<lpage>307</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432023000300287&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432023000300287&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432023000300287&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O presente Educação e aprendizagem da docência discute a trajetória profissional de docentes do Distrito Federal em um estudo longitudinal, visando compreender suas aprendizagens docentes e profissionais. Há dois contextos de pesquisa, sendo o primeiro realizado entre 2010 e 2014 (pesquisa doutoral) e o segundo cerca de dez anos depois (pesquisa de pós-doutoramento). A inserção profissional e a perseverança na carreira docente constituem o quadro teórico, destacando a contribuição da pesquisadora Joséphine Mukamurera e de pesquisadores francófonos sobre essa temática, aproximando o Método Documentário ao método Análise de Prosa na compreensão de trajetórias de profissionais do DF. A análise e a interpretação evidenciam a falta de um modelo de inserção profissional, sugerindo que a perseverança não depende apenas do sentimento de êxito no início da carreira ou da formação continuada que se realiza ao longo da carreira: inúmeros fatores complexificam a profissão docente, dentre os quais as condições de trabalho e outras circunstâncias subjetivas inerentes a ela.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The article discusses the professional trajectory of teachers from the Federal District in a longitudinal study aiming to understand their teaching and professional learning. There are two research contexts, the first being conducted between 2010 and 2014 (doctoral research) and the second about ten years later (postdoctoral research). Professional insertion and perseverance in the teaching career constitute the theoretical framework, highlighting the contribution of researcher Joséphine Mukamurera and researchers from the francophone context on this theme. We sought the methodological approximations between the Documentary Method and the Prose Analysis method in the understanding of trajectories of professionals from the Federal District, considering that the two methods of analysis were used to understand the trajectories of teachers. The analyses and interpretations show that there is no model of professional insertion, that perseverance does not depend only on continuing education that is carried out throughout the career, on the feeling of success at the beginning of the career, and there are numerous factors that complexify the teaching profession, among which the working conditions and other subjective conditions inherent to it.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El artículo discute la trayectoria profesional de los docentes del Distrito Federal en un estudio longitudinal con el objetivo de comprender su enseñanza y aprendizaje profesional. Hay dos contextos de investigación, el primero realizado entre 2010 y 2014 (investigación doctoral) y el segundo contexto unos diez años después (investigación postdoctoral). La inserción profesional y la perseverancia en la carrera docente constituyen el marco teórico, destacando la contribución de la investigadora Joséphine Mukamurera y de investigadores del contexto francófono sobre este tema. Se buscaron las aproximaciones metodológicas entre el Método Documental y el método de Análisis de Prosa en la comprensión de trayectorias de profesionales del Distrito Federal, considerando que los dos métodos de análisis fueron utilizados para comprender las trayectorias de los docentes. Los análisis e interpretaciones muestran que no existe un modelo de inserción profesional, que la perseverancia no depende solo de la educación continua que se lleva a cabo a lo largo de la carrera, del sentimiento de éxito al comienzo de la carrera, y hay numerosos factores que complejizan la profesión docente, entre los cuales las condiciones de trabajo y otras condiciones subjetivas inherentes a ella.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Inserção Profissional]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento Profissional]]></kwd>
<kwd lng="pt"><![CDATA[Perseverança na Docência]]></kwd>
<kwd lng="pt"><![CDATA[Estudo Longitudinal]]></kwd>
<kwd lng="en"><![CDATA[Professional Insertion]]></kwd>
<kwd lng="en"><![CDATA[Professional Development]]></kwd>
<kwd lng="en"><![CDATA[Perseverance in Teaching]]></kwd>
<kwd lng="en"><![CDATA[Longitudinal Study]]></kwd>
<kwd lng="es"><![CDATA[inserción profesional]]></kwd>
<kwd lng="es"><![CDATA[desarrollo profesional]]></kwd>
<kwd lng="es"><![CDATA[perseverancia en la enseñanza]]></kwd>
<kwd lng="es"><![CDATA[estudio longitudinal]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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