<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442024000100288</article-id>
<article-id pub-id-type="doi">10.5902/1984644471979</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Iniciação e inserção à docência no Brasil: uma metassíntese conceitual]]></article-title>
<article-title xml:lang="en"><![CDATA[Initiation and insertion to teaching in Brazil:a conceptual metasynthesis]]></article-title>
<article-title xml:lang="es"><![CDATA[Iniciación e inserción a la docencia enBrasil:una metasíntesis conceptual]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Melo]]></surname>
<given-names><![CDATA[Marisol Vieira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gama]]></surname>
<given-names><![CDATA[Renata Prenstteter]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cristovão]]></surname>
<given-names><![CDATA[Eliane Matesco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Fronteira Sul  ]]></institution>
<addr-line><![CDATA[Chapecó SC]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Itajubá  ]]></institution>
<addr-line><![CDATA[Itajubá MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>49</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442024000100288&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442024000100288&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442024000100288&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este estudo objetiva identificar e compreender o uso dos termos iniciação e inserção à docência em artigos científicos brasileiros, visando uma discussão conceitual de aspectos que emergiram nos momentos de formação inicial e de atuação em início de carreira. Para isso, realizou-se uma metassíntesea partir do levantamento de artigos científicos que utilizam os termos iniciação e/ou inserção, associados à formação de professores, no portal de periódicos da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). A metassíntese foi composta pelas etapas de sínteses interpretativas dos artigos e de síntese integrativa dos conceitos. Percebeu-se a vinculação de ambos os conceitos para descreverprocessos e programas com características específicas. Os resultados indicaram uma convergência no uso do termo iniciação ao promover, ainda na formação inicial, a imersão dos futuros professores na práticadocente e no uso do termo inserção em processos formativos que ocorrem no início de carreira, ao proporcionar ao professor iniciante a imersão profissional na carreiradocente. Entretanto, vale destacar que muitos artigos ainda utilizam estes termos de forma indiscriminada, assim, com este estudo, esperamos contribuir para umaelucidaçãona área.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  This study aims to identify and understand the use of the terms initiationand insertioninto teaching in Brazilian scientific articles, aiming at a conceptual discussion of aspects that emerged in the moments of initial training and early career performance. For this, a met-synthesis was carried out from the survey of scientific articles that use the terms initiationand/or insertion, associated with teacher training, in the reviews portal of the &#8220;Coordenação de Aperfeiçoamento de Pessoal de Nível Superior&#8221;(CAPES). The metasynthesis consisted of the phasesof interpretive synthesis of the articles and integrative synthesis of the concepts. So,perceiveda connection between both concepts, initiation and insertion,to describe processes and programs with specific characteristics. The results indicated a convergence in the use of the term initiationwhen promoting, even in initial training, the immersionof future teachers in teaching practiceand in the use of the term insertionin formativeprocesses that occur at the beginning of their career, by providing the beginningteacher with professional immersion in the teaching career.However, it is emphasize that many articles still use these terms,initiationand insertion, indiscriminately, so with this study, we hope to contribute anelucidationin the area.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este estudiotiene como objetivo identificar y comprender el uso de los términos iniciación(inciação) y inserción(inserção) en la docencia en artículos científicos brasileños, con el objetivo de discutir conceptualmente aspectos que surgieron durante la formación inicial y el comienzo de la carrera. Para eso, se realizó una metasíntesis a partir de un levantamiento de artículoscientíficos que utilizan los términos iniciacióny/o inserción, asociados a la formación docente, en el portal de periódicos de la &#8220;Coordenação de Aperfeiçoamento de Pessoal de Nível Superior&#8221;(CAPES). La metasíntesis estuvo compuesta por las etapas de síntesis interpretativasde artículos y síntesis integradora de conceptos. Se notó el vínculo entre ambos conceptos, iniciacióny inserción,para describir procesos y programas con características específicas. Los resultados indicaron una convergencia en el uso del término iniciaciónal promover, incluso en la formación inicial, la inmersiónde los futuros docentes en la práctica docentey en el uso del término inserciónen los procesos de formación que ocurren al comienzo de su carrera, al proporcionar el docente principiante con inmersión profesional en la carrera docente. Sin embargo, vale la pena resaltar que muchos artículos aún utilizan esos términos, iniciación y inserción, de manera indiscriminada, por lo que, con este estudiose busca contribuir a un esclarecimiento en el área.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Desenvolvimento profissional]]></kwd>
<kwd lng="pt"><![CDATA[Formação inicial do professor]]></kwd>
<kwd lng="pt"><![CDATA[Carreira do magistério]]></kwd>
<kwd lng="en"><![CDATA[Professional development]]></kwd>
<kwd lng="en"><![CDATA[Initial teacher training]]></kwd>
<kwd lng="en"><![CDATA[Teaching career]]></kwd>
<kwd lng="es"><![CDATA[Desarrollo profesional]]></kwd>
<kwd lng="es"><![CDATA[Formación inicial docente]]></kwd>
<kwd lng="es"><![CDATA[Carrera docente]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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