<?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>S1981-81062022000100307</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v32.n.65.s16599</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Principiantes en escenario de crisis sanitaria. Aprendizajes y desafíos para la inserción]]></article-title>
<article-title xml:lang="en"><![CDATA[Beginners in health crisis scenario. Learning and challenges for insertion]]></article-title>
<article-title xml:lang="pt"><![CDATA[Iniciantes em cenário de crise sanitária. Aprendizagem e desafios para inserção]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez-Sánchez]]></surname>
<given-names><![CDATA[Gerardo Ignacio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jara-Amigo]]></surname>
<given-names><![CDATA[Ximena Elizabeth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Plaza]]></surname>
<given-names><![CDATA[Fernando Andrés Verdugo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidad Católica del Maule  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Escuela José Manuel Balmaceda  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidad Autónoma de Chile  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</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=S1981-81062022000100307&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062022000100307&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062022000100307&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Implementar docencia en escenarios de virtualidad y crisis sanitaria es el gran desafío que experimentan los sistemas educativos hoy, y este proceso se torna interesante de documentar cuando quienes lo lideran son profesores principiantes que se enfrentan a las variables de desigualdad estructural, con recursos tecnológicos disímiles y sin experiencia pedagógica. Basado en una metodología cualitativa y una estrategia de investigación de estudio de casos, el objetivo fue examinar los aprendizajes logrados y los desafíos que enfrentan diez profesores principiantes con inserción en establecimientos de distinta dependencia administrativa en la Región del Maule, Chile. Los resultados confirman la complejidad de la inserción a la docencia para estos profesores quienes, entre sus aprendizajes, destacan la relevancia y búsqueda del vínculo con sus estudiantes; y, entre los desafíos, la necesidad de atender al bienestar socioemocional de niños y niñas; diversificar la clase a partir de recursos tecnológicos; y el imperativo de definir nuevas formas de trabajo con las familias. Se concluye que la inserción a la docencia requiere desplegar apertura, flexibilidad y experimentación frente a un contexto que se presenta incierto y dinámico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Implementing teaching in scenarios of virtuality and health crisis is the great challenge that educational systems experience today and this process becomes interesting to document when those who lead it are beginning teachers who face the variables of structural inequality, with dissimilar technological resources and without pedagogical experience. Based on a qualitative methodology and a case study research strategy, the objective was to examine the learning achieved and the challenges faced by ten beginning teachers with insertion in establishments of different administrative dependence in the Maule Region, Chile. The results confirm the complexity of insertion into teaching for these teachers who, among their learning, highlight the relevance and search for the bond with their students, and among the challenges, the need to attend to the socio-emotional well-being of boys and girls; diversify the class from technological resources; and the imperative to define new ways of working with families. It is concluded that insertion into teaching requires displaying openness, flexibility and experimentation in a context that is uncertain and dynamic.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Implementar o ensino em cenários de virtualidade e crise de saúde é o grande desafio que os sistemas educacionais vivenciam hoje, e esse processo torna-se interessante documentar quando quem o conduz são professores iniciantes que enfrentam as variáveis da desigualdade estrutural com recursos tecnológicos distintos e sem experiência pedagógica. Com base em uma metodologia qualitativa e uma estratégia de pesquisa de estudo de caso, o objetivo foi examinar a aprendizagem alcançada e os desafios enfrentados por dez professores iniciantes com inserção em estabelecimentos de diferentes dependências administrativas na região de Maule, Chile. Os resultados confirmam a complexidade da inserção na docência para esses professores que, entre suas aprendizagens, destacam a relevância e a busca pelo vínculo com seus alunos e, entre os desafios, a necessidade de atender ao bem-estar socioemocional de meninos e meninas; diversificar a aula a partir de recursos tecnológicos; e o imperativo de definir novas formas de trabalhar com as famílias. Conclui-se que a inserção na docência requer abertura, flexibilidade e experimentação em um contexto incerto e dinâmico.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Crisis Sanitaria]]></kwd>
<kwd lng="es"><![CDATA[Virtualidad]]></kwd>
<kwd lng="es"><![CDATA[Inserción Profesional]]></kwd>
<kwd lng="es"><![CDATA[Profesores Principiantes]]></kwd>
<kwd lng="en"><![CDATA[Health Crisis]]></kwd>
<kwd lng="en"><![CDATA[Virtuality]]></kwd>
<kwd lng="en"><![CDATA[Professional insertion]]></kwd>
<kwd lng="en"><![CDATA[Beginner teachers]]></kwd>
<kwd lng="pt"><![CDATA[Crise sanitária]]></kwd>
<kwd lng="pt"><![CDATA[Virtualidade]]></kwd>
<kwd lng="pt"><![CDATA[Inserção Profissional]]></kwd>
<kwd lng="pt"><![CDATA[Professores Iniciantes]]></kwd>
</kwd-group>
</article-meta>
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