<?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>S0104-70432023000300274</article-id>
<article-id pub-id-type="doi">10.21879/faeeba2358-0194.2023.v32.n71.p274-286</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[QUAIS OS DESAFIOS DO INÍCIO NA DOCÊNCIA? ESTUDO COM PROFESSORES DO CEARÁ]]></article-title>
<article-title xml:lang="en"><![CDATA[WHAT ARE THE CHALLENGES OF BEGINNING IN TEACHING? STUDY WITH TEACHERS FROM CEARÁ]]></article-title>
<article-title xml:lang="es"><![CDATA[¿CUÁLES SON LOS DESAFÍOS DE COMENZARSE EN LA DOCENCIA? ESTUDIAR CON PROFESORES DE CEARÁ]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cavalcante]]></surname>
<given-names><![CDATA[Maria Mikaele da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gurgel]]></surname>
<given-names><![CDATA[Iure Coutre]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendonça]]></surname>
<given-names><![CDATA[Luciana de Oliveira Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,E.E.F. Poetisa Abigail Sampaio  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado do Rio Grande do Norte  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia do Ceará  ]]></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>274</fpage>
<lpage>286</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432023000300274&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432023000300274&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432023000300274&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este Educação e aprendizagem da docência versa sobre os desafios docentes de professores iniciantes cearenses. O objetivo desta pesquisa foi compreender os desafios dos primeiros anos de atuação como professores no contexto do Ceará. O aporte teórico foi norteado pelos referenciais de: Cruz, Farias e Hobold (2020), Garcia (2010) e André (2018). Com relação aos aspectos metodológicos, recorremos à pesquisaformação, na perspectiva de Delory-Momberger (2008). Os resultados apontam que os professores iniciantes vivem inúmeros desafios nos seus primeiros anos de docência, o que torna esse momento difícil, mas também permeado de intensas aprendizagens, sendo este um processo dinâmico, subjetivo e complexo. Esperamos com este estudo potencializar as discussões na área de formação e atuação de professores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article deals with the teaching challenges of beginning teachers from Ceará. The objective of this research was to understand the challenges of the first years of acting as teachers in the context of Ceará. The theoretical contribution was guided by the references of: Cruz, Farias and Hobold (2020); Garcia (2010); Andrew (2018). With regard to methodological aspects, we resorted to research-training, from the perspective of Delory-Momberger (2008). The results indicate that beginning teachers experience numerous challenges in their first years of teaching, which makes this moment difficult, but also permeated with a lot of learning, which is a dynamic, subjective and complex process. With this study, we hope to enhance discussions in the area of teacher education and performance.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo trata sobre los desafíos de enseñanza de los profesores principiantes de Ceará. El objetivo de esta investigación fue comprender los desafíos de los primeros años de actuación docente en el contexto de Ceará. El aporte teórico estuvo guiado por las referencias de: Cruz, Farias y Hobold (2020); García (2010); Andrés (2018). En cuanto a los aspectos metodológicos, recurrimos a la investigación-formación, desde la perspectiva de Delory-Momberger (2008). Los resultados indican que los docentes principiantes experimentan numerosos desafíos en sus primeros años de docencia, lo que hace que este momento sea difícil, pero también permeado de mucho aprendizaje, que es un proceso dinámico, subjetivo y complejo. Con este estudio, esperamos enriquecer las discusiones en el área de formación y desempeño docente.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Desafios da docência]]></kwd>
<kwd lng="pt"><![CDATA[professores iniciantes]]></kwd>
<kwd lng="pt"><![CDATA[Ceará]]></kwd>
<kwd lng="en"><![CDATA[Teaching challenges]]></kwd>
<kwd lng="en"><![CDATA[beginning teachers]]></kwd>
<kwd lng="en"><![CDATA[Ceará]]></kwd>
<kwd lng="es"><![CDATA[Desafíos docentes]]></kwd>
<kwd lng="es"><![CDATA[maestros principiantes]]></kwd>
<kwd lng="es"><![CDATA[Ceará]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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