<?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>S1981-81062022000100303</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v32.n.65.s16580</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Inserção profissional e a organização do trabalho pedagógico escolar: implicações para a formação docente]]></article-title>
<article-title xml:lang="es"><![CDATA[La inserción profesional y la organización del trabajo pedagógico escolar: implicaciones para la formación docente]]></article-title>
<article-title xml:lang="en"><![CDATA[Professional insertion and the organization of school pedagogical work: implications for teacher education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mira]]></surname>
<given-names><![CDATA[Marilia Marques]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Romanowski]]></surname>
<given-names><![CDATA[Joana Paulin]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Positivo  ]]></institution>
<addr-line><![CDATA[Curitiba Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Centro Universitário Internacional  ]]></institution>
<addr-line><![CDATA[Curitiba Paraná]]></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=S1981-81062022000100303&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062022000100303&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062022000100303&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo do trabalho é analisar as relações entre o processo de inserção profissional docente, a organização do trabalho pedagógico escolar e as indicações para programas de apoio à formação dos professores. O trabalho parte de um conceito ampliado de inserção à docência, na perspectiva apresentada por Oliveira e Cruz, diferenciando-se da iniciação à docência, e distingue os professores ingressantes a partir de suas experiências prévias na docência quando de sua inserção na escola. Dialoga com autores que tratam da inserção à docência, como Marcelo, Vaillant e Marcelo, Akkari e Tardif e outros. Os dados foram coletados por questionários e entrevistas, com professores ingressantes e gestores de escolas. A análise foi organizada considerando os processos de inserção profissional a partir de três dimensões: interação entre currículo, planejamento e avaliação; relação professor-aluno; implicações das ações de formação aos professores ingressantes no interior das escolas. Os resultados indicam a necessidade de proposições diferenciadas para os programas de apoio aos professores devido às experiências prévias dos ingressantes, das quais emergem as demandas para a formação docente diante da organização do trabalho pedagógico escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de este trabajo es analizar la relación entre el proceso de inserción profesional docente, la organización del trabajo pedagógico escolar y las indicaciones de programas de apoyo a la formación docente. El trabajo tiene como base un concepto ampliado de inserción docente, en la perspectiva presentada por Oliveira y Cruz (2017), diferenciándose de la iniciación docente y distinguiendo a los nuevos docentes a partir de sus experiencias docentes previas al ingreso a la escuela. Diálogos con autores que tratan de la inserción en la docencia, como Marcelo (2009); Vaillant y Marcelo (2012); Akkari y Tardif (2011) y otros. Los datos se recopilaron a través de cuestionarios y entrevistas con los profesores principiantes y los directores de las escuelas. El análisis se organizó considerándose los procesos de inserción profesional desde tres dimensiones: interacción entre currículo, planeamiento y evaluación; relación profesor-alumno; implicaciones de las acciones de formación de los nuevos docentes en las escuelas. Los resultados indican la necesidad de proposiciones diferenciadas para los programas de apoyo a los docentes a partir de las experiencias previas de los recién llegados, de donde emergen las demandas de formación docente frente a la organización del trabajo pedagógico escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of this work is to analyze the relationship between the process of teaching professional insertion, the organization of school pedagogical work and the indications for support programs for teacher training. The work starts from an expanded concept of teaching insertion, in the perspective presented by Oliveira and Cruz (2017), differentiating itself from teaching initiation and distinguishing new teachers based on their previous teaching experiences when they enter the school. Dialogues with authors who deal with insertion into teaching, such as Marcelo (2009), Vaillant and Marcelo (2012), Akkari and Tardif (2011) and others. Data were collected through questionnaires and interviews with incoming teachers and school managers. The analysis was organized considering the processes of professional insertion from three dimensions: interaction between curriculum, planning and evaluation; teacher-student relationship; implications of training actions for new teachers within schools. The results indicate the need for differentiated propositions for the support programs for teachers due to the previous experiences of the newcomers, from which the demands for teacher training emerge in the face of the organization of school pedagogical work.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Professores ingressantes]]></kwd>
<kwd lng="pt"><![CDATA[Inserção à docência]]></kwd>
<kwd lng="pt"><![CDATA[Formação docente]]></kwd>
<kwd lng="pt"><![CDATA[Redes de apoio]]></kwd>
<kwd lng="es"><![CDATA[Profesores principiantes]]></kwd>
<kwd lng="es"><![CDATA[Inserción en la Docência]]></kwd>
<kwd lng="es"><![CDATA[Formación de Professores]]></kwd>
<kwd lng="es"><![CDATA[Redes de Apoyo]]></kwd>
<kwd lng="en"><![CDATA[Beginning Teachers]]></kwd>
<kwd lng="en"><![CDATA[Insertion into Teaching]]></kwd>
<kwd lng="en"><![CDATA[Teacher Education]]></kwd>
<kwd lng="en"><![CDATA[Support Networks]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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