<?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>S1981-81062022000100309</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v32.n.65.s16530</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Programas de mentoria da UFSCar dirigidos a professores iniciantes: uma síntese qualitativa das diferentes ofertas]]></article-title>
<article-title xml:lang="es"><![CDATA[Programas de mentoría de la UFSCar para profesores principiantes: una visión qualitativa de las diferentes ofertas]]></article-title>
<article-title xml:lang="en"><![CDATA[UFSCar mentoring programs for novice teachers: a qualitative synthesis of the different offers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reali]]></surname>
<given-names><![CDATA[Aline Maria Medeiros de Rodrigues]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barros]]></surname>
<given-names><![CDATA[Bruna Cury de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marini]]></surname>
<given-names><![CDATA[Carolina]]></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>
<aff id="A03">
<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=S1981-81062022000100309&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062022000100309&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062022000100309&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Apresenta-se uma síntese de evidências qualitativas registradas em teses e dissertações sobre as diferentes ofertas de programas de mentoria que se mostraram associadas à promoção do desenvolvimento profissional dos professores iniciantes (PIs) participantes. O material considerado refere-se a quatro pesquisas-intervenções com foco no auxílio às dificuldades e demandas de professores principiantes da Educação Básica (EB) por meio de programas de mentoria. O apoio foi realizado por intermédio de conversas profissionais entre professores iniciantes com docentes experientes formados para atuar como mentores. Os dados da análise realizada sugerem que o modelo de mentoria adotado na realização dos programas apresenta elementos favorecedores do desenvolvimento profissional no início da carreira docente em diferentes áreas e níveis de ensino, contextos de atuação, entre outros aspectos. Indicam-se considerações sobre o modelo de mentoria adotado e a relevância de novas investigações sobre programas e ações de acompanhamento e indução de professores iniciantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Se presenta una síntesis de las pruebas cualitativas registradas en las tesis y disertaciones sobre diferentes ofertas de programas de tutoría que han demostrado estar asociados a la promoción del desarrollo profesional de los profesores principiantes participantes. El material considerado se refiere a cuatro investigaciones-intervenciones centradas en ayudar en las dificultades y demandas de los profesores principiantes de Educación Básica (EB) a través de programas de tutoría. El soporte se llevó a cabo mediante conversaciones profesionales entre profesores principiantes con profesores exrimentados formados para actuar como mentores. Los datos del análisis sugieren que el modelo de tutoría adoptado en el desarrollo de los programas presenta elementos favorables para el inicio de la carrera docente en diferentes áreas y niveles educativos, contextos de actuación, entre otros aspectos. Se presentan consideraciones sobre el modelo de tutoría adoptado y la pertinencia de seguir investigando sobre los programas y las acciones de apoyo e inducción de profesores principiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract We present a synthesis of qualitative evidence from theses and dissertations about different mentoring programs that have promoted the professional development of participating beginning teachers (PIs). The programs were related to four research interventions focused on assisting the difficulties and demands of beginning teachers in Basic Education (EB) through mentoring programs. The support was carried out through professional conversations between novice and experienced beginner teachers with experienced teachers trained to act as mentors. The data analysis suggests that the mentoring model adopted in the development of the programs presents favorable elements for the beginning of the teaching career in different teaching areas and levels, and contexts of action, among other aspects. We indicate considerations about the mentoring model adopted and the relevance of further research on the programs and efforts of follow-up and induction of beginning teachers.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Coordenador pedagógico iniciante]]></kwd>
<kwd lng="pt"><![CDATA[Iniciação profissional]]></kwd>
<kwd lng="pt"><![CDATA[Coordenação pedagógica]]></kwd>
<kwd lng="es"><![CDATA[Coordinador Pedagógico Principiante]]></kwd>
<kwd lng="es"><![CDATA[Iniciación Profesional]]></kwd>
<kwd lng="es"><![CDATA[Coordinación Pedagógica]]></kwd>
<kwd lng="en"><![CDATA[Beginning Pedagogical Coordinator]]></kwd>
<kwd lng="en"><![CDATA[Professional Initiation]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Coordination]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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