<?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>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15742017000400007</article-id>
<article-id pub-id-type="doi">10.1590/198053144322</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Políticas y programas de inducción en la docencia en Latinoamérica]]></article-title>
<article-title xml:lang="en"><![CDATA[Policies and programs of induction into the teaching profession in Latin America]]></article-title>
<article-title xml:lang="fr"><![CDATA[Politiques et programmes d&#8217;induction dans l´enseignement en Amérique Latine]]></article-title>
<article-title xml:lang="pt"><![CDATA[Políticas e programas de indução na docência na América Latina]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marcelo]]></surname>
<given-names><![CDATA[Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vaillant]]></surname>
<given-names><![CDATA[Denise]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Sevilla  ]]></institution>
<addr-line><![CDATA[Sevilla ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad ORT Uruguay  ]]></institution>
<addr-line><![CDATA[Montevideo ]]></addr-line>
<country>Uruguay</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>47</volume>
<numero>166</numero>
<fpage>1224</fpage>
<lpage>1249</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742017000400007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742017000400007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742017000400007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El presente art&#237;culo se basa en una investigaci&#243;n realizada durante el a&#241;o 2015. El estudio comport&#243; un proceso de identificaci&#243;n y categorizaci&#243;n de pol&#237;ticas y programas de inducci&#243;n en la docencia en Am&#233;rica Latina con particular &#233;nfasis en la situaci&#243;n de Brasil, Chile, M&#233;xico, Per&#250; y Rep&#250;blica Dominicana. El art&#237;culo examina la evidencia colectada en entrevistas a informantes clave, as&#237; como en informes y estudios. Se realiza un an&#225;lisis en clave comparada de los cinco casos examinados que se triangula con la literatura internacional y regional que sustenta el estudio. Se concluye que los casos examinados podr&#237;an ser inspiradores para otros pa&#237;ses de la regi&#243;n latinoamericana, interesados en apoyar formalmente la inducci&#243;n de nuevos profesores en las aulas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The present article is based on a study conducted in 2015. The study dealt with a process of identification and categorization of policies and programs of induction into the teaching profession in Latin America, with particular emphasis on the situation in Brazil, Chile, Mexico, Peru and The Dominican Republic. The article examines evidence collected in interviews with key sources, as well as in reports and studies. The five cases examined were analyzed in a comparative manner, triangulating them with the international and regional literature that supports the study. It is concluded that the cases examined could be inspirational for other Latin American countries interested in formally supporting the induction of new teachers into the classrooms.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[R&#201;SUM&#201; Le pr&#233;sent article est bas&#233; sur une recherche r&#233;alis&#233;e en 2015. Cette &#233;tude a impliqu&#233; un processus d&#8217;identification et de cat&#233;gorisation des programmes et des politiques d&#180;induction du personnel enseignant en Am&#233;rique Latine, plus particuli&#232;rement sur la situation au Br&#233;sil, au Chili, au Mexique, au P&#233;rou et en R&#233;publique Dominicaine. L&#8217;article examine les donn&#233;es collect&#233;es au cours d&#180;entretiens avec des informateurs-cl&#233;s, ainsi que dans des rapports et des travaux sur le th&#232;me. Les cinq cas retenus ont &#233;t&#233; analys&#233;s de mani&#232;re comparative, &#224; l&#8217;aune de la litt&#233;rature internationale et r&#233;gionale. La conclusion indique que ces cas pourraient &#234;tre source d&#8217;inspiration pour d&#8217;autres pays latino-am&#233;ricains, officiellement int&#233;ress&#233;s &#224; soutenir l&#8217;...]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O presente artigo est&#225; baseado em pesquisa realizada em 2015. O estudo abrangeu um processo de identifica&#231;&#227;o e categoriza&#231;&#227;o de pol&#237;ticas e programas de indu&#231;&#227;o na doc&#234;ncia na Am&#233;rica Latina, com particular &#234;nfase na situa&#231;&#227;o do Brasil, Chile, M&#233;xico, Peru e Rep&#250;blica Dominicana. O artigo examina a evid&#234;ncia coletada em entrevistas com informantes chave, bem como em relat&#243;rios e estudos. Foram analisados de forma comparativa os cinco casos examinados, triangulando-os com a literatura internacional e regional que sustenta o estudo. Conclui-se que os casos examinados poderiam ser inspiradores para outros pa&#237;ses da regi&#227;o latinoamericana, interessados em apoiar formalmente a indu&#231;&#227;o de novos professores nas salas de aula.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Políticas de Educación]]></kwd>
<kwd lng="es"><![CDATA[Formación de Profesores]]></kwd>
<kwd lng="es"><![CDATA[Programas de Gobierno]]></kwd>
<kwd lng="es"><![CDATA[América Latina]]></kwd>
<kwd lng="en"><![CDATA[Educational Policies]]></kwd>
<kwd lng="en"><![CDATA[Teacher Education]]></kwd>
<kwd lng="en"><![CDATA[Government Programmes]]></kwd>
<kwd lng="en"><![CDATA[Latin America]]></kwd>
<kwd lng="fr"><![CDATA[Politique D&#8217;éducation]]></kwd>
<kwd lng="fr"><![CDATA[Formation des Enseignants]]></kwd>
<kwd lng="fr"><![CDATA[Gouvernement Programmes]]></kwd>
<kwd lng="fr"><![CDATA[Amérique Latine]]></kwd>
<kwd lng="pt"><![CDATA[Políticas Educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Programas de Governo]]></kwd>
<kwd lng="pt"><![CDATA[América Latina]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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