<?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>1519-3993</journal-id>
<journal-title><![CDATA[Revista de Educação PUC-Campinas]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Puc.]]></abbrev-journal-title>
<issn>1519-3993</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1519-39932024000100106</article-id>
<article-id pub-id-type="doi">10.24220/2318-0870v29a2024e13013</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Narrativas de pedagogas iniciantes: a docência nos anos iniciais do ensino fundamental em tempos de pandemia COVID-19]]></article-title>
<article-title xml:lang="en"><![CDATA[Narratives of beginner pedagogues: teaching in the early years of elementary school in times of the COVID-19 pandemic]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira Souza]]></surname>
<given-names><![CDATA[Letícia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</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"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro Faculdade de Educação Programa de Pós-Graduação em Educação]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>29</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932024000100106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932024000100106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932024000100106&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este trabalho se inscreve em torno de narrativas de pedagogas iniciantes que, ao ensinar diferentes disciplinas nos anos iniciais do ensino fundamental, sentiram as dificuldades de viver a inserção profissional docente em tempos de pandemia e de ensinar em contexto de distanciamento e isolamento social. Na busca por uma construção de memórias e significados sobre a experiência do vivido, o objetivo do texto é discutir como professores/as iniciantes, licenciados/as em pedagogia e em situação de inserção profissional em turmas dos anos iniciais do ensino fundamental foram afetados/as pelo isolamento social e pela solidão docente durante a pandemia de COVID-19. O uso de ferramentas digitais viabilizou a realização de entrevistas com sete professoras licenciadas em pedagogia que atuavam nos anos iniciais do ensino fundamental, viviam o período de inserção docente em diferentes estados do Brasil e que participaram de uma pesquisa-formação interinstitucional. Teórico-metodologicamente orientou-se pela pesquisa narrativa, com base em Galvão e Clandinin e Connelly. As narrativas foram postas em diálogo teórico com Cruz, Farias e Hobold e Cochran-Smith no que se refere às especificidades da inserção profissional docente. Elas indicam que a pandemia exigiu diferentes modos de relação com/para o ensino, com as crianças e com os familiares, e trouxe o desafio de buscar estratégias pedagógicas virtuais com os/as estudantes e familiares, apesar dos afetamentos provocados pelos sentimentos de angústia, aflição e impotência que as acometeram durante o período. Conclui-se quanto à necessidade de políticas, programas e projetos de apoio e acompanhamento aos/às professores/as iniciantes em distintos contextos educacionais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This work is inscribed around the narratives of beginning pedagogues who, when teaching different subjects in the early years of elementary school, felt the difficulties of experiencing the professional insertion of teachers in times of pandemic and teaching in a context of social distancing and isolation. The objective of the text is to discuss how beginning teachers, Bachelor of Education and in a situation of professional insertion in classes of the initial years of elementary school, were affected by social isolation and teacher loneliness in a pandemic resulting from COVID-19. The use of digital tools made it possible to conduct interviews with seven teachers with a degree in pedagogy who worked in the early years of elementary school, lived through the period of teacher insertion in different states of Brazil and who participated in an interinstitutional research-training. Theoretically and methodologically, it was guided by narrative research, based on Galvão and Clandinin and Connelly. The narratives were put in theoretical dialogue with Cruz, Farias and Hobold and Cochran-Smith, with regard to the specificities of the professional insertion of teachers. The narratives indicate that the pandemic required different ways of relating to/from teaching, with children and with family members. The feeling of anguish and distress directly affects teachers. In addition, they present a great challenge in the search for virtual pedagogical strategies with students and families. It is concluded that there is a need for policies, programs and projects to support and monitor beginning teachers in different educational contexts.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Entrevista narrativa]]></kwd>
<kwd lng="pt"><![CDATA[Inserção docente]]></kwd>
<kwd lng="pt"><![CDATA[Narrativa]]></kwd>
<kwd lng="pt"><![CDATA[Pandemia]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogas iniciantes]]></kwd>
<kwd lng="en"><![CDATA[Narrative research]]></kwd>
<kwd lng="en"><![CDATA[Insertion of teachers]]></kwd>
<kwd lng="en"><![CDATA[Pandemic]]></kwd>
<kwd lng="en"><![CDATA[Beginner pedagogues]]></kwd>
</kwd-group>
</article-meta>
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