<?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>S0104-70432023000300200</article-id>
<article-id pub-id-type="doi">10.21879/faeeba2358-0194.2023.v32.n71.p200-218</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ITINERÁRIOS DE PESQUISAS COM PROFESSORES INICIANTES]]></article-title>
<article-title xml:lang="en"><![CDATA[RESEARCH ITINERARIES WITH bEGINNING TEACHERS]]></article-title>
<article-title xml:lang="es"><![CDATA[ITINERARIOS DE INVESTIGACIÓN CON MAESTROS PRINCIPIANTES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ciríaco]]></surname>
<given-names><![CDATA[Klinger]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></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>200</fpage>
<lpage>218</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432023000300200&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432023000300200&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432023000300200&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Analiso neste texto o itinerário de três estudos que tiveram, no cerne dos seus objetivos, a preocupação em compreender processos de iniciação profissional em diferentes níveis da educação. O objetivo aqui é desvelar condicionantes e racionalidades emergentes das dificuldades para o ingresso na carreira e permanência na docência. Os trabalhos analisados foram desenvolvidos a partir de reflexões e ações do Grupo de Estudos e Pesquisas sobre Início da Docência e Ensino de Matemática (GEPIDEM/CNPq) vinculado à Universidade Federal de Mato Grosso do Sul (UFMS). O enquadramento teórico abarca questões do campo da formação inicial, bem como problemas e perspectivas do professor iniciante. A metodologia empregada foi a pesquisa qualitativa, de caráter descritivo-analítico, em que adotamos questionários, narrativas escritas e a entrevista semiestruturada. Os resultados indicam que a fase de indução dos professores precisa ser encarada como um projeto coletivo, no sentido de que o jovem docente necessita ter o apoio tanto da escola quanto de seus colegas mais experientes para &#8220;sobreviver&#8221; ao início de sua atividade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In this text, I analyze the itinerary of three studies that had, at the core of their objectives, the concern to understand processes of professional initiation at different levels of education. The aim is to reveal conditions and rationales emerging from difficulties in entering a career and remaining in teaching. The objective is to reveal conditions and rationales arising from the difficulties of entering the career and remaining in the teaching career. The works analyzed were developed from reflections and actions of the Study and Research Group on Beginning of Teaching and Mathematics Teaching (GEPIDEM/CNPq) linked to the Federal University of Mato Grosso do Sul (UFMS), in Brazil. The theoretical framework covers issues from the field of initial training, problems and perspectives of the first years of the career. The methodology used was qualitative research, of a descriptive-analytical type, in which questionnaires, written narratives, as well as semi-structured interviews were adopted. The results indicate that the teachers&#8217; induction phase needs to be seen as a collective project, in the sense that the young teacher needs to have the support of both the school and his more experienced colleagues to &#8220;survive&#8221; the beginning of his professional activity.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En este texto analizo el itinerario de tres estudios que tuvieron, en el centro de sus objetivos, la preocupación por comprender los procesos de iniciación profesional en los diferentes niveles de la educación. El objetivo aquí es revelar las condiciones y razones que surgen de las dificultades para ingresar a la carrera y permanecer en la docencia. Los trabajos analizados fueron desarrollados a partir de reflexiones y acciones del Grupo de Estudios e Investigaciones sobre Inicio de la Enseñanza y Enseñanza de las Matemáticas (GEPIDEM/ CNPq) vinculado a la Universidad Federal de Mato Grosso do Sul (UFMS). El marco teórico abarca temas del campo de la formación inicial, problemas y perspectivas de los primeros años de la carrera. La metodología utilizada fue la investigación cualitativa, de carácter descriptivo-analítico, en la que se adoptaron cuestionarios, narraciones escritas, así como entrevistas semiestructuradas. Los resultados indican que la fase de inducción de los docentes debe ser vista como un proyecto colectivo, en el sentido de que el joven docente necesita contar con el apoyo tanto de la escuela como de sus colegas más experimentados para &#8220;sobrevivir&#8221; al inicio de su actividad profesional.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[início da carreira]]></kwd>
<kwd lng="pt"><![CDATA[desafios da docência]]></kwd>
<kwd lng="pt"><![CDATA[pesquisas com professores iniciantes]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[early career]]></kwd>
<kwd lng="en"><![CDATA[teaching challenges]]></kwd>
<kwd lng="en"><![CDATA[surveys with beginning teachers]]></kwd>
<kwd lng="es"><![CDATA[formación docente]]></kwd>
<kwd lng="es"><![CDATA[inicio de la carrera]]></kwd>
<kwd lng="es"><![CDATA[desafíos de la enseñanza]]></kwd>
<kwd lng="es"><![CDATA[encuestas con profesores principiantes]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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