<?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>S0102-46982021000100807</article-id>
<article-id pub-id-type="doi">10.1590/0102-469832723</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[APOIO AO DOCENTE EM INÍCIO DE CARREIRA: IMPACTOS NA INDUÇÃO PROFISSIONAL DE PROFESSORES DO PROGRAMA RESIDÊNCIA DOCENTE DO COLÉGIO PEDRO II]]></article-title>
<article-title xml:lang="es"><![CDATA[APOYO AL PROFESORADO EN EL INICIO DE CARRERA: IMPACTOS EN LA INDUCCIÓN PROFESIONAL DEL PROGRAMA RESIDENCIA DOCENTE DEL COLEGIO PEDRO II]]></article-title>
<article-title xml:lang="en"><![CDATA[SUPPORT FOR EARLY CAREER TEACHERS: IMPACTS ON THE PROFESSIONAL INDUCTION OF TEACHERS IN THE TEACHER RESIDENCY PROGRAM OF PEDRO II SCHOOL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[RABELO]]></surname>
<given-names><![CDATA[AMANDA OLIVEIRA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MONTEIRO]]></surname>
<given-names><![CDATA[ANA MARIA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal Rural do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Seropédica RJ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</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=S0102-46982021000100807&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982021000100807&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982021000100807&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: O objetivo da presente pesquisa é analisar a ação de indução profissional em docentes recém-formados, com foco no diálogo entre instituição de formação e escola, relacionando a ação com os seus resultados. Abordagens quantitativas, qualitativas e narrativas foram usadas para investigar docentes dos anos iniciais do ensino fundamental e da educação infantil que participam de um programa que auxilia a indução profissional de professores recém formados, a saber: o programa piloto Residência Docente do Colégio Pedro II, na cidade do Rio de Janeiro/Brasil. Analisamos o impacto desse Programa na indução profissional por meio da aplicação de questionários e entrevistas focados: Investigou-se particularmente as dificuldades encontradas durante a prática pedagógica; o papel dos professores orientadores regentes (da escola básica, do Colégio Pedro II) e dos supervisores docentes do Programa e a influência deste no início da atuação profissional e nos locais onde trabalham. Por fim, esta investigação visa dar visibilidade a políticas de apoio a professores iniciantes para que possam se desenvolver profissionalmente e, até mesmo, diminuir sua desmotivação e o eventual abandono da docência, bem como contribuir para ampliar as poucas experiências existentes nessa área, no Brasil.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Esta investigación tuvo como objetivo realizar un estudio sobre una acción de inducción profesional por parte del docente recién egresado, con foco en el diálogo entre la institución formadora y la escuela, relacionando la acción con sus resultados. Utilizando enfoques cuantitativos, cualitativos y narrativos como metodología, realizamos una investigación con docentes de los primeros años de la escuela primaria y educación infantil, participantes de un programa que asiste a los docentes recién formados en su inducción profesional, el Programa Piloto de Residencia Docente del Colégio Pedro II en Río de Janeiro / Brasil. Nuestro objetivo fue analizar el impacto de este Programa en la inducción profesional de estos docentes, a través de cuestionarios y entrevistas, enfocándonos en las dificultades que encuentran en su práctica pedagógica, la importancia de la asistencia que les brindó el Programa, el rol de los docentes orientadores (del colegio) del Colegio Pedro II, de los responsables docentes del Programa, al inicio de sus actividades profesionales y en su relación con su colegio. Finalmente, esta investigación ofrece contribuciones para apoyar acciones de docentes principiantes para un mejor desempeño profesional e incluso como una forma de reducir la desmotivación y abandono docente, así como para la expansión de las pocas experiencias existentes en esta área en Brasil.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The purpose of this research is to analyze the action of professional induction in recently graduated teachers, focusing on the dialogue between education institution and school, relating the action with its outcomes. Quantitative, qualitative and narrative approaches were used to investigate teachers of the early years of elementary school and early childhood education who participate in a program that helps the professional induction of newly graduated teachers, namely: the pilot program Residency Teacher of Pedro II School, in the city of Rio de Janeiro/Brazil. We analyzed the impact of this Program on professional induction through the application of focused questionnaires and interviews: We investigated particularly the difficulties encountered during the pedagogical practice; the role of the regular supervising teachers (from the basic school, the Pedro II College) and the teaching supervisors of the Program and its influence on the beginning of the professional practice and in the places where they work. Finally, this research aims to give visibility to policies of support for beginning teachers so that they can develop professionally and even reduce their demotivation and eventual abandonment of teaching, as well as contribute to expand the few existing experiences in this area in Brazil.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[indução profissional docente]]></kwd>
<kwd lng="pt"><![CDATA[professores iniciantes]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[profissão de docente]]></kwd>
<kwd lng="pt"><![CDATA[residência docente]]></kwd>
<kwd lng="es"><![CDATA[inducción profesional docente]]></kwd>
<kwd lng="es"><![CDATA[docentes principiantes]]></kwd>
<kwd lng="es"><![CDATA[formación docente]]></kwd>
<kwd lng="es"><![CDATA[profesión docente]]></kwd>
<kwd lng="es"><![CDATA[residencia docente]]></kwd>
<kwd lng="en"><![CDATA[professional teaching induction]]></kwd>
<kwd lng="en"><![CDATA[beginning teachers]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="en"><![CDATA[teaching profession]]></kwd>
<kwd lng="en"><![CDATA[teaching residency]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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