<?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>S0100-15742024000100643</article-id>
<article-id pub-id-type="doi">10.1590/1980531411280</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[AFETAMENTOS DA CULTURA DA ESCOLA NA INSERÇÃO PROFISSIONAL DOCENTE]]></article-title>
<article-title xml:lang="en"><![CDATA[IMPACTS OF SCHOOL CULTURE ON TEACHER PROFESSIONAL INTEGRATION]]></article-title>
<article-title xml:lang="es"><![CDATA[AFECTACIONES DE LA CULTURA ESCOLAR EN LA INSERCIÓN PROFESIONAL DOCENTE]]></article-title>
<article-title xml:lang="fr"><![CDATA[EFFETS DE LA CULTURE SCOLAIRE SUR L&#8217;INSERTION PROFESSIONNELLE DES ENSEIGNANTS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paiva]]></surname>
<given-names><![CDATA[Marilza Maia de Souza de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<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-group>
<aff id="Af1">
<institution><![CDATA[,Colégio Pedro II  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro (UFRJ)  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</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>54</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742024000100643&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742024000100643&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742024000100643&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo sumariza uma pesquisa que tematizou a inserção na docência em uma escola básica da rede federal de ensino. Embasado na perspectiva do desenvolvimento profissional de professores, objetiva analisar peculiaridades do contexto institucional que facilitam ou dificultam a inserção na carreira, tendo em vista condições objetivas de trabalho e o simbolismo de tradição da escola no que se refere à formação de professores. Metodologicamente, o estudo desenvolveu-se a partir de entrevistas narrativas com professoras iniciantes, salientando os afetamentos da cultura da escola em seus processos de inserção na instituição. As constatações enfatizam práticas instituídas e instituintes na organização para o trabalho pedagógico que se configuram como estratégicas para a indução profissional docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article summarizes a study focused on the integration of new teachers in a basic school in the federal education network. Based on the perspective of teacher professional development, it aims to analyze the unique aspects of the institutional context that either facilitate or hinder entry into the teaching career, considering both the objective working conditions and the symbolism of school tradition regarding teacher training. Methodologically, the study employed narrative interviews with novice teachers, highlighting the impacts of school culture on their processes of integration into the institution. The findings underscore instituted and instituting practices in the organization of pedagogical work that serve as strategies for teacher induction.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo resume una investigación que trató como tema la inserción en la docencia en una escuela básica de la red educativa federal. Fundamentado en la perspectiva del desarrollo profesional de profesores, se pretende analizar peculiaridades del contexto institucional que facilitan o dificultan la inserción en la carrera, teniendo en cuenta las condiciones objetivas de trabajo y el simbolismo de la tradición escolar en lo que se refiere a la formación de profesores. Metodológicamente, el estudio se desarrolló a partir de entrevistas narrativas a profesoras principiantes, resaltando las afectaciones de la cultura de la escuela en sus procesos de inserción en la institución. Los hallazgos enfatizan prácticas instituidas e instituyentes en la organización para el trabajo pedagógico que se configuran como estratégicas para la inducción profesional docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cet article résume une étude à propos de l&#8217;insertion dans la carrière enseignante au sein d&#8217;un établissement du réseau scolaire fédéral regroupant école primaire et collège. Basé sur la perspective du développement professionnel des enseignants, il vise à analyser les particularités du contexte institutionnel qui facilitent ou entravent l&#8217;insertion dans la carrière, en tenant compte des conditions objectives de travail et de l&#8217;aspect symbolique lié à la tradition de l&#8217;école en matière de formation enseignante. Sur le plan méthodologique, l&#8217;étude s&#8217;appuie sur des entretiens narratifs avec des enseignants débutants et évidencie les effets de la culture de l&#8217;école sur les processus d&#8217;entrée dans l&#8217;institution. Les résultats mettent l&#8217;accent sur les pratiques instituées et instituantes pour l&#8217;organisation du travail pédagogique qui se révèlent stratégiques pour l&#8217;induction professionnelle des enseignants.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[INSERÇÃO PROFISSIONAL DOCENTE]]></kwd>
<kwd lng="pt"><![CDATA[DESENVOLVIMENTO PROFISSIONAL]]></kwd>
<kwd lng="pt"><![CDATA[CULTURA INSTITUCIONAL]]></kwd>
<kwd lng="pt"><![CDATA[INDUÇÃO PROFISSIONAL DOCENTE]]></kwd>
<kwd lng="en"><![CDATA[TEACHER PROFESSIONAL INSERTION]]></kwd>
<kwd lng="en"><![CDATA[PROFESSIONAL DEVELOPMENT]]></kwd>
<kwd lng="en"><![CDATA[INSTITUTIONAL CULTURE]]></kwd>
<kwd lng="en"><![CDATA[TEACHER PROFESSIONAL INDUCTION]]></kwd>
<kwd lng="es"><![CDATA[INSERCIÓN PROFESIONAL DOCENTE]]></kwd>
<kwd lng="es"><![CDATA[DESARROLLO PROFESIONAL]]></kwd>
<kwd lng="es"><![CDATA[CULTURA INSTITUCIONAL]]></kwd>
<kwd lng="es"><![CDATA[INDUCCIÓN PROFESIONAL DOCENTE]]></kwd>
<kwd lng="fr"><![CDATA[INSERTION PROFESSIONNELLE DES ENSEIGNANTS]]></kwd>
<kwd lng="fr"><![CDATA[DÉVELOPPEMENT PROFESSIONNEL]]></kwd>
<kwd lng="fr"><![CDATA[CULTURE INSTITUTIONNELLE]]></kwd>
<kwd lng="fr"><![CDATA[INDUCTION PROFESSIONNELLE DES ENSEIGNANTS]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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