<?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>1982-7199</journal-id>
<journal-title><![CDATA[Revista Eletrônica de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Elet. Educ.]]></abbrev-journal-title>
<issn>1982-7199</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de São Carlos, Programa de Pós-Graduação em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-71992020000100208</article-id>
<article-id pub-id-type="doi">10.14244/198271994149</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Indução profissional e o início do trabalho docente: debates e necessidades]]></article-title>
<article-title xml:lang="en"><![CDATA[Teacher Induction and the Beginning of Teaching Work: Debates and Needs]]></article-title>
</title-group>
<contrib-group>
<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 contrib-type="author">
<name>
<surname><![CDATA[Farias]]></surname>
<given-names><![CDATA[Isabel Maria Sabino de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hobold]]></surname>
<given-names><![CDATA[Márcia de Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro (UFRJ) Departamento de Didática Programa de Pós-Graduação em Educação da Faculdade de Educação]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual do Ceará (UECE) Curso de Pedagogia Programa de Pós-Graduação em Educação]]></institution>
<addr-line><![CDATA[Fortaleza CE]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Santa Catarina (UFSC) Departamento de Metodologia de Ensino Programa de Pós-Graduação em Educação]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<volume>14</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-71992020000100208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-71992020000100208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-71992020000100208&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este escrito, em forma de um ensaio teórico, objetiva problematizar o conceito de indução profissional docente, reflexão desenvolvida em diálogo com a análise sobre as possibilidades e fragilidades que permeiam o começo da carreira docente. O artigo parte da distinção dos termos inserção profissional, professores iniciantes, professores principiantes, professores ingressantes e indução docente, todos articulados ao campo da formação de professores. Neste percurso discute concepções e políticas de indução profissional docente na busca por evidenciar a indução não como uma forma de induzir os professores em início de carreira à continuidade no trabalho docente, mas como um constructo que reconhece e defende a necessidade de que esses professores tenham espaço de formação, acolhimento e acompanhamento de sua atuação profissional. Argumenta-se que o conceito de indução entre nós não pode ser incorporado sem uma compreensão crítica em relação às condições objetivas e subjetivas de trabalho vividas pelos professores, as quais, em muitos países estrangeiros, são bem mais adequadas do que na realidade brasileira. As análises deste ensaio encontram-se sustentadas nos estudos de: Alarcão e Roldão; Cochran-Smith; Lima; Marcelo; Marcelo e Vaillant; Vaillant.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This theoretical essay aims to problematize the concept of teacher induction, a reflection developed in a dialogue with the analysis of the possibilities and weaknesses that permeate the beginning of the teaching career. The article starts by delimiting the meanings of the Portuguese terms inserção professional, which refers to the process of integration into work, professor iniciante and professor principiante, both of which are used in the Brazilian context to refer to beginning teachers, professor ingressante, which refers to newly hired teachers, and indução docente, which refers to teacher induction. Moreover, it discusses teacher induction conceptions and policies in order to highlight induction not as a way of inducing early-career teachers to continue teaching, but as a construct that recognizes these teachers&#8217; need for a space that provides further training, support and guidance for their teaching practice. We argue that the concept of induction cannot be incorporated into the Brazilian context without a critical understanding of the objective and subjective working conditions experienced by teachers, which, in many other countries, are much more suitable than in the Brazilian reality. This essay&#8217;s analysis builds on the studies of: Alarcão &amp; Roldão; Cochran-Smith; Lima; Marcelo; Marcelo &amp; Vaillant; Vaillant.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Inserção profissional docente]]></kwd>
<kwd lng="pt"><![CDATA[Indução profissional docente]]></kwd>
<kwd lng="pt"><![CDATA[Trabalho docente]]></kwd>
<kwd lng="en"><![CDATA[Teacher education]]></kwd>
<kwd lng="en"><![CDATA[Integration into teaching work]]></kwd>
<kwd lng="en"><![CDATA[Teacher induction]]></kwd>
<kwd lng="en"><![CDATA[Teaching work]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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