<?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>2177-6210</journal-id>
<journal-title><![CDATA[Educação UNISINOS]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Unisinos]]></abbrev-journal-title>
<issn>2177-6210</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Vale do Rio dos Sinos]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-62102015000100034</article-id>
<article-id pub-id-type="doi">10.4013/edu.2015.191.03</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Políticas de formação continuada e de inserção à docência no Brasil]]></article-title>
<article-title xml:lang="en"><![CDATA[In-service teacher education policies and teaching induction programs in Brazil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[André]]></surname>
<given-names><![CDATA[Marli]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2015</year>
</pub-date>
<volume>19</volume>
<numero>1</numero>
<fpage>34</fpage>
<lpage>44</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-62102015000100034&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-62102015000100034&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-62102015000100034&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O presente texto tem o foco nas pol&#237;ticas de forma&#231;&#227;o continuada e, mais especificamente, nas iniciativas voltadas aos professores iniciantes e &#224; inser&#231;&#227;o profissional dos docentes, tomando por base os dados coletados em quinze secretarias de educa&#231;&#227;o de estados e munic&#237;pios brasileiros, que constitu&#237;ram os estudos de campo da pesquisa que mapeou e analisou pol&#237;ticas docentes no Brasil (Gatti et al., 2011). O texto situa, inicialmente, o marco te&#243;rico que orientou a an&#225;lise de dados, destacando as contribui&#231;&#245;es de autores brasileiros e estrangeiros. Em seguida, descreve a metodologia do trabalho de campo: locais escolhidos, fontes de coleta de dados, instrumentos e procedimentos utilizados. Na terceira parte do texto, s&#227;o apresentados dados referentes aos processos de forma&#231;&#227;o continuada encontrados nas secretarias de educa&#231;&#227;o visitadas: quais s&#227;o os &#243;rg&#227;os respons&#225;veis pela forma&#231;&#227;o, como s&#227;o escolhidos os formadores, quais os conte&#250;dos e as metodologias das forma&#231;&#245;es, quais as demandas dos professores, como &#233; feita a avalia&#231;&#227;o da forma&#231;&#227;o. S&#227;o tamb&#233;m discutidas as iniciativas e as pol&#237;ticas voltadas aos professores iniciantes e &#224; inser&#231;&#227;o &#224; doc&#234;ncia. Na parte final do texto, s&#227;o destacados aspectos que merecem maior aten&#231;&#227;o por parte dos pesquisadores e respons&#225;veis pela forma&#231;&#227;o docente. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This paper discusses in-service teacher education policies with special attention to beginning teacher education and teaching induction programs, taking into account data collected in fifteen departments of education in Brazilian states and municipalities, which were part of a field study on teacher policies in Brazil (Gatti et al., 2011). The first part of the paper presents the theoretical framework that guided data analysis, highlighting the contributions of both Brazilian and foreign authors. Then it describes the methodology of fieldwork: sites, sources and methodological procedures of data collection. The third part of the text presents the research findings concerning in-service teacher education: management agencies, how educators are selected, which are the contents and methodologies of training, what are the main teachers' demands, and how teacher training is assessed. Some initiatives and programs designed for beginning teachers and teaching induction are also discussed. In the final part of the text we point out some issues that deserve attention from researchers and those responsible for teacher education. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação Continuada]]></kwd>
<kwd lng="pt"><![CDATA[Professor Iniciante]]></kwd>
<kwd lng="pt"><![CDATA[Inserção à Docência.]]></kwd>
<kwd lng="en"><![CDATA[Teacher Policies]]></kwd>
<kwd lng="en"><![CDATA[In-Service Teacher Education]]></kwd>
<kwd lng="en"><![CDATA[Beginning Teachers]]></kwd>
<kwd lng="en"><![CDATA[Teaching Induction.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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