<?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>0104-7043</journal-id>
<journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></journal-title>
<abbrev-journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></abbrev-journal-title>
<issn>0104-7043</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-70432023000300126</article-id>
<article-id pub-id-type="doi">10.21879/faeeba2358-0194.2023.v32.n71.p126-145</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O LUGAR DA FORMAÇÃO DE ADULTOS NA PESQUISA SOBRE A INICIAÇÃO À DOCÊNCIA]]></article-title>
<article-title xml:lang="es"><![CDATA[EL LUGAR DE LA FORMACIÓN DE ADULTOS EN LA INVESTIGACIÓN DE INICIACIÓN A LA DOCENCIA]]></article-title>
<article-title xml:lang="en"><![CDATA[THE ROLE OF ADULT EDUCATION IN RESEARCH ON TEACHER INITIATION]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gariglio]]></surname>
<given-names><![CDATA[José Angelo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cavaco]]></surname>
<given-names><![CDATA[Carmen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Lisboa Instituto de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2023</year>
</pub-date>
<volume>32</volume>
<numero>71</numero>
<fpage>126</fpage>
<lpage>145</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432023000300126&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432023000300126&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432023000300126&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este Educação e aprendizagem da docência relata os resultados de uma pesquisa que teve por objetivos identificar e analisar as conexões teórica metodológicas entre os estudos sobre a aprendizagem docente de professores iniciantes, e o campo de investigação sobre a formação de adultos. Para tal, foi realizado um estudo bibliográfico meta-analítico que se valeu da análise da produção acadêmica contida nas teses de doutorado elaboradas no Brasil e em Portugal (entre os anos de 2000 e 2021), teses essas que tinham como tema central de investigação a iniciação à docência. A investigação mostrou que as problemáticas, os conceitos, autores e metodologias, próprias do campo da pesquisa sobre a formação de adultos, pouco são mobilizadas para fins de compreensão dos processos de desenvolvimento profissional de professores início de carreira.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo relata los resultados de una investigación que tuvo como objetivo identificar y analizar las conexiones teóricas y metodológicas entre los estudios sobre enseñanza aprendizaje de profesores principiantes y el campo de investigación sobre educación de adultos. Para ello, se realizó un estudio bibliográfico metaanalítico, que aprovechó el análisis de la producción académica contenida en las tesis doctorales elaboradas en Brasil y Portugal (entre los años 2000 y 2021), estas tesis que tuvieron como eje central tema de investigación la iniciación a la docencia. La investigación mostró que los temas, conceptos, autores y metodologías, propios del campo de investigación sobre educación de adultos, no son movilizados con el propósito de comprender los procesos de desarrollo profesional de los docentes principiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article reports the results of a research that aimed to identify and analyze the theoretical and methodological connections between studies on teaching learning of beginning teachers and the field of research on adult education. To this end, a meta-analytical bibliographic study was carried out, which took advantage of the analysis of the academic production contained in the doctoral dissertations prepared in Brazil and Portugal (between the years 2000 and 2021), these dissertations that had as their central theme of investigation the initiation to teaching. The investigation showed that the issues, concepts, authors and methodologies, typical of the field of research on adult education, are not mobilized for the purpose of understanding the professional development processes of early career teachers.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[iniciação à]]></kwd>
<kwd lng="pt"><![CDATA[docência]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem docente]]></kwd>
<kwd lng="pt"><![CDATA[formação de adultos]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[iniciación a la docencia]]></kwd>
<kwd lng="es"><![CDATA[enseñanza aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[entrenamiento para adultos]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[initiation to teaching]]></kwd>
<kwd lng="en"><![CDATA[teaching learning]]></kwd>
<kwd lng="en"><![CDATA[adult training]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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