<?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>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602019000600187</article-id>
<article-id pub-id-type="doi">10.1590/0104-4060.66134</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Socialização, profissionalização e trabalho de professores iniciantes]]></article-title>
<article-title xml:lang="en"><![CDATA[Socialization, professionalization and the work of novice teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Maria Isabel de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pimenta]]></surname>
<given-names><![CDATA[Selma Garrido]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fusari]]></surname>
<given-names><![CDATA[José Cerchi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>11</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>11</month>
<year>2019</year>
</pub-date>
<volume>35</volume>
<numero>78</numero>
<fpage>187</fpage>
<lpage>206</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602019000600187&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602019000600187&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602019000600187&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O presente artigo tem como ponto de partida a indagação acerca de como os modos de inserção profissional de professores iniciantes repercutem na vida desses profissionais. Para buscar respostas a essa indagação, investigou-se as formas como se processa a inserção de licenciados egressos de uma universidade pública como professores nos sistemas escolares públicos do estado de São Paulo. Foram entrevistados 20 professores iniciantes, de distintas áreas de conhecimento que estavam atuando em escolas públicas nos primeiros cinco anos após a formatura. Tomou-se como categorias de análise socialização profissional, profissionalização docente e trabalho docente. O texto busca compreender as formas de ingresso no magistério, o aprender da profissão, relação com os parceiros de trabalho, formas de aproximação com o ambiente profissional, inserção em escolas do sistema público, condições de exercício da docência, motivação para ingresso e permanência na profissão, dificuldades e expectativas quanto ao futuro profissional. Os dados qualitativos, obtidos nas entrevistas semiestruturadas, foram analisados na confluência com a literatura sobre o tema e à luz da concepção crítico-dialética, o que permitiu evidenciar a complexidade e as contradições dos processos de socialização e profissionalização, bem como do trabalho docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The present article starts by inquiring how the modes of professional insertion of beginning teachers have impacted their professional lives. To find answers to this question, we investigated the ways in which the insertion of new graduates from a public university is carried out when they start their careers as teachers in the public-school systems of the state of São Paulo, Brazil. We interviewed 20 beginning teachers from different areas of knowledge who were working in public schools in the first five years after graduation. The categories of analysis were professional socialization, teacher professionalization and teachers&#8217; work. The text seeks to understand how the beginning teachers join the teaching careers, learn from the profession, establish relationships with work partners, approach the professional environment, get inserted in the public system schools, deal with the teaching conditions, get the motivation for joining and staying in the career, and deal with difficulties and expectations regarding the professional future. The qualitative data obtained in the semi-structured interviews were analyzed at the confluence with the literature on the subject and in the light of the critical-dialectic conception, which allowed us to highlight the complexity and contradictions of the processes of socialization and professionalization, as well as of the teachers&#8217; work.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Professor iniciante]]></kwd>
<kwd lng="pt"><![CDATA[Egressos de licenciaturas]]></kwd>
<kwd lng="pt"><![CDATA[Condições de trabalho]]></kwd>
<kwd lng="pt"><![CDATA[Acolhimento profissional]]></kwd>
<kwd lng="en"><![CDATA[Beginning teacher]]></kwd>
<kwd lng="en"><![CDATA[New graduate teachers]]></kwd>
<kwd lng="en"><![CDATA[Teaching conditions]]></kwd>
<kwd lng="en"><![CDATA[Professional hosting]]></kwd>
</kwd-group>
</article-meta>
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