<?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>1413-2478</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ.]]></abbrev-journal-title>
<issn>1413-2478</issn>
<publisher>
<publisher-name><![CDATA[ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-24782018000100172</article-id>
<article-id pub-id-type="doi">10.1590/s1413-24782018230095</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Professores iniciantes: egressos de programas de iniciação à docência]]></article-title>
<article-title xml:lang="en"><![CDATA[BEGINNING TEACHERS: GRADUATES OF TEACHING INITIATION PROGRAMS]]></article-title>
<article-title xml:lang="es"><![CDATA[PROFESORES INICIANTES: EGRESOS DE PROGRAMAS DE INICIACIÓN A LA DOCENCIA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[André]]></surname>
<given-names><![CDATA[Marli Eliza Dalmazo Afonso de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<volume>23</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-24782018000100172&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-24782018000100172&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-24782018000100172&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A pesquisa objetivou analisar o processo de inserção profissional de professores iniciantes, egressos de três programas de iniciação à docência: Programa Institucional de Bolsas de Iniciação à Docência, Bolsa Alfabetização e Residência Pedagógica da Universidade Federal de São Paulo/Guarulhos. Os conceitos de socialização profissional, clima institucional e inserção profissional fundamentaram a pesquisa. A metodologia envolveu a realização de uma survey com 1.237 egressos provenientes de 18 instituições de ensino superior das regiões Nordeste, Centro-Oeste, Sul e Sudeste do país. Os resultados indicaram que 67% dos egressos estavam atuando na educação, muitos em escolas públicas (61%); a maioria declarou receber apoio e reconhecimento dos colegas, gestores e pais de alunos e obter respostas positivas dos alunos. Metade dos respondentes declarou pouca satisfação com o número de alunos por classe e com o salário.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This paper analyzes the process of professional insertion of beginning teachers, graduates of three initiation programs for teaching: Programa Institucional de Bolsas de Iniciação à Docência, Bolsa Alfabetização e Residência Pedagógica da Universidade Federal de São Paulo/Guarulhos. Theoretical references included concepts like professional socialization, institutional climate and professional insertion. The research methodology involved a survey of 1,237 graduates from 18 higher education institutions in the Northeast, Midwest, South and Southeast regions of the country. The results showed that 67% of the graduates were working in schools, and most of them in public schools (61%); the majority of them declared having received support from peers, parents and managers, and positive feedback from pupils. Half the respondents reported little satisfaction with the number of students per class and salary.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El texto analiza el proceso de inserción profesional de profesores principiantes, egresados de tres programas de iniciación a la docencia: Programa Institucional de Bolsas de Iniciação à Docência, Bolsa Alfabetização e Residência Pedagógica da Universidade Federal de São Paulo/Guarulhos. La investigación utilizó fundamentos teóricos relativos a la socialización profesional, clima institucional e inserción profesional. La metodología involucró la realización de una encuesta con 1.237 egresados provenientes de 18 instituciones de enseñanza superior de las regiones Nordeste, Centro Oeste, Sur y Sudeste del país. Los resultados indicaron que 67% de los egresos estaban actuando em la educación, muchos en escuelas públicas (61%); la mayoría declaró haber recibido apoyo y reconocimiento de los colegas, padres y gestores y obtuvieron respuestas positivas de los alumnos. La mitad de los encuestados declaró poca satisfacción con el número de alumnos por clase y con el salario.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[professor iniciante]]></kwd>
<kwd lng="pt"><![CDATA[inserção profissional]]></kwd>
<kwd lng="pt"><![CDATA[iniciação à docência]]></kwd>
<kwd lng="en"><![CDATA[beginning teachers]]></kwd>
<kwd lng="en"><![CDATA[professional insertion]]></kwd>
<kwd lng="en"><![CDATA[teaching initiation]]></kwd>
<kwd lng="es"><![CDATA[profesor principiante]]></kwd>
<kwd lng="es"><![CDATA[inserción profesional]]></kwd>
<kwd lng="es"><![CDATA[iniciación a la docencia]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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