<?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>1676-2592</journal-id>
<journal-title><![CDATA[ETD Educação Temática Digital]]></journal-title>
<abbrev-journal-title><![CDATA[ETD - Educ. Temat. Digit.]]></abbrev-journal-title>
<issn>1676-2592</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas - UNICAMP]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1676-25922023000100115</article-id>
<article-id pub-id-type="doi">10.20396/etd.v25i00.8671273</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PROGRAMAS DE MENTORIA DA UFSCar: BASES TEÓRICO-METODOLÓGICAS, CARACTERÍSTICAS E CONTRIBUIÇÕES]]></article-title>
<article-title xml:lang="en"><![CDATA[UFSCar MENTORING PROGRAMS: THEORETICAL-METHODOLOGICAL BASIS, CHARACTERISTICS AND CONTRIBUTIONS]]></article-title>
<article-title xml:lang="es"><![CDATA[LOS PROGRAMAS DE MENTORÍA DE LA UFSCar: BASES TEÓRICO-METODOLÓGICAS, CARACTERÍSTICAS Y CONTRIBUCIONES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reali]]></surname>
<given-names><![CDATA[Aline Maria de Medeiros Rodrigues]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A05"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gestoso de Souza]]></surname>
<given-names><![CDATA[Ana Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marini]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barros]]></surname>
<given-names><![CDATA[Bruna Cury de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A05">
<institution><![CDATA[,Universidade Federal de São Carlos Revista Eletrônica de Educação ]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A04">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>25</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1676-25922023000100115&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1676-25922023000100115&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1676-25922023000100115&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO As características do início da docência, incluindo os desafios enfrentados nessa etapa, demandam a elaboração e aplicação de políticas e programas com foco no professor e o seu desenvolvimento profissional. Para o sucesso dessas iniciativas, defende-se a importância de ações formativas informadas, contundentes, sistemáticas e contínuas na qualificação educacional dos professores, na sua formação inicial e ao longo da carreira, em especial em seu início. Reconhece-se a relevância de programas de indução como apoio para que estes profissionais se socializem na cultura da escola, realizem o que se espera deles e possam lidar com as dificuldades típicas desta atividade profissional. Neste artigo, a partir da cronologia das ofertas de quatro programas de mentoria desenvolvidos na UFSCar, apresenta-se as bases teórico-metodológicas e características e analisam-se algumas contribuições dessas iniciativas. Para tanto foi considerado um subconjunto de teses e dissertações que tratam dos programas para a aprendizagem profissional de professores iniciantes dos anos iniciais do Ensino Fundamental e de Educação Física, tendo como foco o aprender a ensinar. Cada programa apresenta especificidades, tais como assistência a professores iniciantes que atuam em diferentes níveis de ensino, características dos mentores, usos da Internet e ferramentas virtuais. A partir dos resultados problematiza-se, então, aspectos relacionados com a proposição e desenvolvimento de políticas de indução de professores iniciantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The characteristics of the beginning of teaching, including the challenges faced at this stage, call for the development and implementation of policies and programs focused on teachers and their professional development. For these initiatives to be successful, the importance of informed, forceful, systematic, and continuous training actions is defended in the educational qualification of teachers, in their initial training, and during their careers, especially at the beginning. It recognizes the importance of induction programs as support for these professionals to socialize in the school culture, to do what is expected of them, and to deal with the typical difficulties of this professional activity. This article presents the four mentoring programs developed at UFSCar chronology, their theoretical and methodological bases, characteristics and analyzes some of the contributions of these initiatives. To this end, a subset of theses and dissertations dealing with programs for the professional learning of beginning elementary school and physical education teachers was considered, focusing on learning to teach. Each program has specific features, such as assistance for beginning teachers working at different levels of education, characteristics of the mentors, and use of the Internet and virtual tools. Based on the results, aspects related to the proposal and development of policies to induct novice teachers are problematized.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Las características del inicio de la docencia, incluyendo los desafíos que se enfrentan en esta etapa, exigen el desarrollo e implementación de políticas y programas centrados en los docentes y su desarrollo profesional. Para que estas iniciativas tengan éxito, se defiende la importancia de acciones de formación informadas, contundentes, sistemáticas y continuas en la cualificación educativa de los docentes, en su formación inicial y a lo largo de su carrera, especialmente al inicio. Se reconoce la relevancia de los programas de inducción como apoyo para que estos profesionales socialicen en la cultura escolar, realicen lo que se espera de ellos y puedan enfrentar las dificultades típicas de esta actividad profesional. Este artículo presenta, a la vista de la cronología de cuatro programas de mentoría desarrollados en la UFSCar, las bases teóricas y metodológicas, las características y analiza algunas de las aportaciones de estas iniciativas. Para ello, se consideró un subconjunto de tesis y disertaciones que tratan de programas para el aprendizaje profesional de profesores principiantes de educación primaria y educación física, centrándose en el aprendizaje de la enseñanza. Cada programa presenta características específicas, como la asistencia a profesores principiantes que trabajan en distintos niveles educativos, las características de los mentores, el uso de Internet y de herramientas virtuales. A continuación, los resultados problematizan aspectos relacionados con la propuesta y el desarrollo de políticas de inducción a profesores principiantes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Programa de indução]]></kwd>
<kwd lng="pt"><![CDATA[Mentoria]]></kwd>
<kwd lng="pt"><![CDATA[Educação Básica]]></kwd>
<kwd lng="en"><![CDATA[Teacher education]]></kwd>
<kwd lng="en"><![CDATA[Induction program]]></kwd>
<kwd lng="en"><![CDATA[Mentoring]]></kwd>
<kwd lng="en"><![CDATA[Basic education]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[Programa de inducción]]></kwd>
<kwd lng="es"><![CDATA[Mentoría]]></kwd>
<kwd lng="es"><![CDATA[Educación básica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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