<?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>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982021000100802</article-id>
<article-id pub-id-type="doi">10.1590/0102-469832800</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[SER PROFESSOR, UMA CONSTRUÇÃO EM TRÊS ATOS: FORMAÇÃO, INDUÇÃO E DESENVOLVIMENTO NA CARREIRA]]></article-title>
<article-title xml:lang="es"><![CDATA[SER DOCENTE, UNA CONSTRUCCIÓN EN TRES ACTOS: FORMACIÓN, INDUCCIÓN Y DESARROLLO PROFESIONAL]]></article-title>
<article-title xml:lang="en"><![CDATA[BEING A TEACHER, A CONSTRUCTION IN THREE ACTS: FORMATION, INDUCTION AND CAREER DEVELOPMENT]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ELISANGELA DA SILVA]]></surname>
<given-names><![CDATA[BERNADO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[KATIA]]></surname>
<given-names><![CDATA[VASCONCELLOS]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Évora  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>37</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982021000100802&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982021000100802&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982021000100802&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: O artigo pretende refletir acerca da construção profissional do professor em três momentos, a saber: a formação inicial, a indução nos primeiros anos de exercício profissional e o desenvolvimento por meio da formação contínua. Tais marcos têm repetidamente orientado o percurso da construção da nossa identidade docente. Desse modo, o que apresentaremos é um entretecer de pesquisas realizadas no âmbito da nossa formação em três reflexões, sendo elas: um diálogo sobre a formação inicial docente no Brasil e em Portugal; uma Revisão Sistemática de Literatura sobre a indução na profissão docente e uma reflexão sobre a Formação Contínua de Professores em uma escola de tempo integral. Para a Revisão Sistemática de Literatura (RSL), apoiamo-nos em teóricos como: Nóvoa (1992; 2019); Huberman (2013), Tardif (2000) e Gatti (2010). A pesquisa é de cunho qualitativo e se insere no paradigma interpretativo que apresenta, dentre outras funções primárias, a identificação de conceitos por meio de um grupo de questões teóricas e metodológicas emergentes do processo de investigação. Para o desenvolvimento metodológico, utilizamos diferentes recursos, dentre os quais destacamos: as técnicas de análise documental, a organização de um protocolo que sintetiza os principais argumentos dos teóricos em seus textos e trouxemos à discussão os resultados oriundos da RSL. Como achados da pesquisa, destacamos a necessidade de uma estruturação de tempos e espaços para que aconteçam os encontros formativos, a fim de criarmos momentos de troca que apresentem significados teóricos e práticos na reflexão individual e coletiva do professor.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESÚMEN: Este artículo tiene como objetivo reflexionar sobre la construcción profesional del docente, analizando tres momentos cruciales en este desarrollo, a saber: la formación inicial, la inducción en los primeros años de práctica profesional y, al final, el desarrollo a través de la formación continuada. Estos hitos han guiado reiteradamente el camino hacia la construcción de nuestra identidad docente. Así, lo que presentaremos es un entrelazamiento de investigaciones realizadas en el ámbito de nuestra formación. Tres reflexiones, a saber: un diálogo sobre la inducción docente en Brasil y Portugal. El segundo presenta una Revisión sistemática de la literatura con un resumen de los datos actuales sobre la inducción en la profesión docente. Y la tercera reflexión trae el tema de la formación continua del profesorado en una escuela de tiempo completo. Para la Revisión de Literatura Sistemática (RSL), nos apoyamos en teóricos como: Nóvoa (1992; 2019); Huberman (2013), Tardif (2000), Gatti (2010). La investigación es cualitativa y forma parte del paradigma interpretativo que presenta, entre otras funciones primarias, la identificación de conceptos a través de un conjunto de cuestiones teóricas y metodológicas emergentes del proceso de investigación. Para el desarrollo metodológico se utilizaron diferentes recursos, entre los que destacamos: técnicas de análisis de documentos, la organización de un protocolo que sintetice los principales argumentos de los teóricos en sus textos, y traer a discusión los resultados que surgen de la RSL. Como hallazgos de la investigación, destacamos la necesidad de una completa estructuración de tiempos y espacios para los encuentros formativos y la importancia de escuchar la demanda interna de cada escuela, para crear momentos de intercambio que presenten significados teóricos y prácticos en el individual y colectivo docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The article aims to reflect about the professional construction of teachers in three moments, namely: initial formation, induction in the first years of professional practice, and development through continuing education. These milestones have repeatedly guided the construction of our teaching identity. In this way, what we will present is an interweaving of research conducted in the scope of our training into three reflections, namely: a dialogue on initial teacher training in Brazil and Portugal; a Systematic Literature Review on induction into the teaching profession; and a reflection on Ongoing Teacher Training in a full-time school. For the Systematic Literature Review (SLR), we rely on theorists such as: Nóvoa (1992; 2019); Huberman (2013), Tardif (2000) and Gatti (2010). The research is qualitative in nature and falls within the interpretive paradigm that presents, among other primary functions, the identification of concepts through a group of theoretical and methodological questions emerging from the research process. For the methodological development, we used different resources, among which we highlight: the document analysis techniques, the organization of a protocol that synthesizes the main arguments of the theorists in their texts, and we brought to discussion the results arising from the RSL. As research findings, we highlight the need to structure the times and spaces for the formative meetings to take place, in order to create moments of exchange that present theoretical and practical meanings in the teacher's individual and collective reflection.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação Docente]]></kwd>
<kwd lng="pt"><![CDATA[Entrada Profissional]]></kwd>
<kwd lng="pt"><![CDATA[Formação Continuada]]></kwd>
<kwd lng="es"><![CDATA[Formación del profesorado]]></kwd>
<kwd lng="es"><![CDATA[Ingreso profesional]]></kwd>
<kwd lng="es"><![CDATA[Formación continuada]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Professional Entry]]></kwd>
<kwd lng="en"><![CDATA[Continuing Education]]></kwd>
</kwd-group>
</article-meta>
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