<?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>1516-7313</journal-id>
<journal-title><![CDATA[Ciência & Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ciência. educ.]]></abbrev-journal-title>
<issn>1516-7313</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual Paulista (UNESP)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1516-73132015000100255</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320150010016</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O professor universitário novato: tensões, dilemas e aprendizados no início da carreira docente]]></article-title>
<article-title xml:lang="en"><![CDATA[The novice university professor: tensions, dilemmas and learning in early teaching careers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freire]]></surname>
<given-names><![CDATA[Leila Inês Follmann]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernandez]]></surname>
<given-names><![CDATA[Carmen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Ponta Grossa Departamento de Métodos e Técnicas de Ensino ]]></institution>
<addr-line><![CDATA[Ponta Grossa PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo Instituto de Química Departamento de Química Fundamental]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2015</year>
</pub-date>
<volume>21</volume>
<numero>1</numero>
<fpage>255</fpage>
<lpage>272</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132015000100255&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132015000100255&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132015000100255&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O presente trabalho tem por objetivo analisar como docentes do Ensino Superior de uma universidade p&#250;blica percebem os diferentes agentes do campo educacional, e como as tens&#245;es e dificuldades s&#227;o gerenciadas no in&#237;cio da profiss&#227;o, partindo da no&#231;&#227;o de campo de Bourdieu. Nossos dados se basearam em entrevistas semiestruturadas, que foram analisadas por An&#225;lise de Conte&#250;do. Nossos resultados revelam dificuldades relacionadas &#224; gest&#227;o de sala de aula e semelhan&#231;as entre professores com e sem experi&#234;ncia pr&#233;via no que diz respeito: &#224; inseguran&#231;a did&#225;tica, ao valor dado ao apoio (ou n&#227;o) dos colegas de trabalho, e ao n&#250;mero de atividades desempenhadas. Revela-se, ainda, uma rela&#231;&#227;o de domina&#231;&#227;o dos professores mais experientes sobre os novatos no trabalho universit&#225;rio. Essas rela&#231;&#245;es de poder refletem, claramente, a diferencia&#231;&#227;o de capital cultural e simb&#243;lico de quem adentra um novo campo, revelando as estruturas mais gerais de um campo na perspectiva de Bourdieu]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This study aims to examine how professors in higher education at a public university perceive the different agents of the educational field and how the tensions and difficulties are managed at the beginning of the profession based on the notion of field from Bourdieu. Our data were based on semi-structured interviews and were analyzed by content analysis. Our results reveal difficulties related to the management of the classroom and similarities between teachers with and without previous experience with regard to insecure didactic value given to support (or not) of coworkers and the number of activities performed. It is furthermore a relationship of domination of experienced teachers on novices in university work. These power relations clearly reflect the differentiation of cultural and symbolic capital and who enters a new field, revealing the more general structures of a field from the perspective of Bourdieu.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino Superior]]></kwd>
<kwd lng="pt"><![CDATA[Professor universitário]]></kwd>
<kwd lng="pt"><![CDATA[Análise de conteúdo]]></kwd>
<kwd lng="pt"><![CDATA[Capital cultural]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento profissional]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[University professors]]></kwd>
<kwd lng="en"><![CDATA[Content analysis]]></kwd>
<kwd lng="en"><![CDATA[Cultural capital]]></kwd>
<kwd lng="en"><![CDATA[Professional development]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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