<?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>0102-7735</journal-id>
<journal-title><![CDATA[Revista Educação em Questão]]></journal-title>
<issn>0102-7735</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Norte]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-77352015000200036</article-id>
<article-id pub-id-type="doi">10.5965/1981180252382015036</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Inserção de professoras iniciantes em escolas públicas: um olhar sobre as práticas na Espanha]]></article-title>
<article-title xml:lang="en"><![CDATA[Insertion of novice teachers in public schools: a look at the practices in Spain]]></article-title>
<article-title xml:lang="es"><![CDATA[Inserción de maestras noveles encentros educativos públicos: una mirada a las prácticas en España]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sampaio]]></surname>
<given-names><![CDATA[Marisa Narcizo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2015</year>
</pub-date>
<volume>52</volume>
<numero>38</numero>
<fpage>36</fpage>
<lpage>60</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-77352015000200036&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-77352015000200036&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-77352015000200036&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo relata pesquisa realizada com o objetivo de conhecer como acontece, na pr&#225;tica cotidiana, a incorpora&#231;&#227;o na escola p&#250;blica dos novos professores na Espanha, onde o acompanhamento dessa fase inicial da doc&#234;ncia est&#225; previsto por lei. Foram visitadas escolas e entrevistadas professoras no primeiro ano de atua&#231;&#227;o. As pr&#225;ticas identificadas, discutidas com base em Certeau, revelaram suas tens&#245;es e complexidade, especialmente nas rela&#231;&#245;es entre o prescrito na legisla&#231;&#227;o e a experi&#234;ncia vivida pelas professoras e, ainda, as dificuldades relatadas por elas, que perpetuam as apontadas pelos pesquisadores. Percebeu-se a necessidade de um programa de apoio completo e duradouro aos professores iniciantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article reports a research carried out to know as it happens, in everyday practice, the incorporation of novice teachers into the public school in Spain, where law prescribes the follow up on this early stage of teaching. We visit schools and have interviewed teachers to reach this target in their first year of work. The practices identified, discussed based on Certeau, revealed its tensions and complexity, especially in the relations between the requirements of legislation and the experience lived by the teachers, and also the difficulties reported by them, that perpetuate that ones identified by researchers. We realized the need for a program of complete and lasting support to beginning teachers.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La investigaci&#243;n busc&#243; saber que pasa en la pr&#225;ctica cotidiana de la incorporaci&#243;n de maestras noveles en los colegios p&#250;blicos en Galicia, donde el seguimiento de esta fase inicial de la ense&#241;anza est&#225; previsto en la ley. La investigaci&#243;n se hizo con visitas a colegios y entrevistas con maestras en su primer a&#241;o de profesi&#243;n. Las pr&#225;cticas identificadas, discutidas con base en Certeau, revelaron sus tensiones y complejidad, especialmente entre lo que establece la legislaci&#243;n y la experiencia vivida por las maestros, y tambi&#233;n entre las dificultades se&#241;aladas por ellos, que perpet&#250;an las identificadas por investigadores. Se siente la necesidad de un programa de apoyo completo y duradero los maestros noveles.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Professoras iniciantes]]></kwd>
<kwd lng="pt"><![CDATA[Complexidade]]></kwd>
<kwd lng="pt"><![CDATA[Programa de apoio]]></kwd>
<kwd lng="en"><![CDATA[Novice teachers]]></kwd>
<kwd lng="en"><![CDATA[Complexity]]></kwd>
<kwd lng="en"><![CDATA[Supporting program]]></kwd>
<kwd lng="es"><![CDATA[Maestras noveles]]></kwd>
<kwd lng="es"><![CDATA[Complejidad]]></kwd>
<kwd lng="es"><![CDATA[Programa de apoyo]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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