<?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>S1981-81062022000100304</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v32.n.65.s16629</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Inícios da docência: profissionalidade e experiência de professoras (re)iniciantes em nova etapa da educação básica]]></article-title>
<article-title xml:lang="es"><![CDATA[Inicios de la enseñanza: profesionalidad y experiencia de docentes (re)iniciantes en una nueva etapa de la educación básica]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching beginnings: professionality and experience of beginning teachers and those restarting in a new stage of basic education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Derisso]]></surname>
<given-names><![CDATA[Maria Cecília Cerminaro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Emília Freitas de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[São Carlos São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[São Carlos São Paulo]]></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=S1981-81062022000100304&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062022000100304&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062022000100304&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo advém de pesquisa que analisou como a profissionalidade do(a) professor(a) com mais de cinco anos de exercício da docência nos anos iniciais do ensino fundamental se refaz ao tornar-se professor(a) iniciante na educação infantil. De natureza quanti-qualitativa, teve como instrumentos a Escala Likert e a entrevista semiestruturada. Os dados indicam que as participantes vivenciaram aprendizagens em sua primeira experiência docente que contribuíram para a qualidade das experiências na nova etapa no que se refere aos saberes relacionais e disciplinares. Com relação à parte da profissionalidade que se refaz, encontram-se os saberes pedagógicos &#8211; ponto central desta (re)construção docente nos diferentes inícios da docência &#8211;, visto que guardam características, conhecimentos, habilidades e competências específicas à nova etapa de ensino. O estudo ratifica a necessidade de maior atenção às &#8220;iniciações&#8221;, uma vez que o início da docência não pode ser considerado como um único momento na profissão. Trata-se da defesa do uso do termo &#8220;inícios&#8221; no plural, visto que o tempo de experiência docente não garante conhecimentos e saberes específicos às distintas etapas de ensino, pois, em cada novo início, o(a) professor(a) depara-se com a necessidade de (re)construção de sua profissionalidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo se origina de una investigación cuyo objetivo há sido analizar cómo se rehace la profesionalidad del docente con más de cinco años de experiencia docente en los primeros años de la educación primaria al convertirse en docente principiante en educación infantil. De carácter cuantitativo-cualitativo, los instrumentos utilizados fueron el cuestionario (Escala de Likert) y la entrevista semiestructurada. Los datos indican que los participantes vivieron aprendizajes en su primera experiencia docente que contribuyeron a la calidad de las experiencias en la nueva etapa en cuanto al conocimiento relacional y disciplinar. En cuanto a la parte de la profesionalidad que se reconstruye, están los saberes pedagógicos &#8211; punto central de esta (re)construcción docente en los diferentes inicios de la docência &#8211; puesto que se conservan características, conocimientos, habilidades y competencias propias de la nueva etapa de la docencia. El estudio confirma la necesidad de mayor atención a las &#8220;iniciaciones&#8221;, considerándose que el inicio de la docencia no puede ser considerado un momento único en la profesión. Se trata de defender el uso del término &#8220;inicios&#8221; en plural, ya que el tiempo de la experiencia docente no garantiza saberes específicos a las diferentes etapas de la enseñanza, teniendo en cuenta que, en cada nuevo comienzo, el docente se encuentra ante la necesidad de (re)construir su profesionalismo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article comes from an investigation whose objective was to analyze how the professionalism of the teacher with more than five years of teaching experience in the early years of elementary school is remade when becoming a beginning teacher in early childhood education. Of a quantitative-qualitative nature, the instruments used were the questionnaire (Likert Scale) and the semi-structured interview. The data indicate that the participants experienced learning in their first teaching experience that contributed to the quality of the experiences in the new stage with regard to relational and disciplinary knowledge. Regarding the part of professionalism that is rebuilt, there are pedagogical knowledge &#8211; the central point of this teaching (re)construction in the different beginnings of teaching &#8211; as they keep characteristics, knowledge, skills and competences specific to the new stage of teaching. The study confirms the need for greater attention to &#8220;initiations&#8221;, considering that the beginning of teaching cannot be considered a single moment in the profession. It is about defending the use of the term &#8220;beginnings&#8221; in the plural, since the time of teaching experience does not guarantee specific knowledge and knowledge to the different stages of teaching, since in each new beginning, the teacher is faced with the need to (re)construct their professionalism.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Inícios da Docência]]></kwd>
<kwd lng="pt"><![CDATA[Profissionalidade Docente]]></kwd>
<kwd lng="pt"><![CDATA[Experiência Docente]]></kwd>
<kwd lng="es"><![CDATA[Inicios de la Enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Profesionalidad Docente]]></kwd>
<kwd lng="es"><![CDATA[Experiencia en la Enseñanza]]></kwd>
<kwd lng="en"><![CDATA[Beginnings of Teaching]]></kwd>
<kwd lng="en"><![CDATA[Teaching Professionality]]></kwd>
<kwd lng="en"><![CDATA[Teaching Experience]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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