<?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>1809-4309</journal-id>
<journal-title><![CDATA[Práxis Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Práxis Educativa. Ponta Grossa]]></abbrev-journal-title>
<issn>1809-4309</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - Ponta Grossa  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-43092018000200499</article-id>
<article-id pub-id-type="doi">10.5212/PraxEduc.v.13i2.0014</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[As apropriações da profissão docente no estágio probatório: em busca de lógicas para além da avaliação de desempenho]]></article-title>
<article-title xml:lang="en"><![CDATA[Appropriations of teaching profession in the probationary period: in search of logics beyond performance evaluation]]></article-title>
<article-title xml:lang="es"><![CDATA[Las apropiaciones de la profesión docente en la etapa probatoria: en búsqueda de lógicas más allá de la evaluación de desempeño]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Adriana Aparecida de Lima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hagemeyer]]></surname>
<given-names><![CDATA[Regina Cely de Campos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Rede Municipal de Educação de Curitiba Faculdade da Indústria curso de Licenciatura em Pedagogia]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Paraná Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2018</year>
</pub-date>
<volume>13</volume>
<numero>2</numero>
<fpage>499</fpage>
<lpage>514</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092018000200499&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092018000200499&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092018000200499&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo analisa o Est&#225;gio Probat&#243;rio (EP) de professores concursados na Rede Municipal de Curitiba (RMEC) como processo de avalia&#231;&#227;o profissional, fundado na cultura do desempenho, no qual se identificou a necessidade de novas l&#243;gicas conceptuais relativas &#224; inser&#231;&#227;o profissional inicial de docentes nessa rede de ensino. As teoriza&#231;&#245;es sobre essa discuss&#227;o foram fundamentadas nas concep&#231;&#245;es de Garc&#237;a Marcelo, Silva, Tardif, Giroux e Lessard, e articuladas ao conceito de habitus de Bourdieu, discutido em rela&#231;&#227;o &#224; cultura escolar e &#224; da escola, por Vi&#241;ao Frago. A pesquisa qualitativa com base em L&#252;dke e Andr&#233; foi realizada em seis escolas da RMEC, com a aplica&#231;&#227;o de question&#225;rio semiestruturado a 21 professores, e por realiza&#231;&#227;o de entrevistas com 6 diretores e 5 pedagogas que acompanharam o EP, em 2017. A an&#225;lise dos depoimentos revelou processos estabilizadores do habitus professoral, al&#233;m da necessidade da atua&#231;&#227;o das pedagogas de interlocu&#231;&#227;o e de organiza&#231;&#227;o da forma&#231;&#227;o e do desenvolvimento profissional, visando a autonomia, a autoavalia&#231;&#227;o e a &#233;tica docente, decorrente da mudan&#231;a de l&#243;gicas de avalia&#231;&#227;o da inser&#231;&#227;o inicial de professores/as em escolas da RMEC. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article analyzes the Probationary Period (PP) of teachers admitted in the Municipal Network of Curitiba (called RMEC) as a process of professional evaluation based on performance culture, in which new conceptual logics related to the initial insertion of teachers in this teaching network were identified. The theories on this discussion were based on Garc&#237;a Marcelo, Silva, Tardif, Giroux and Lessard&#8217;s conceptions, and articulated with Bourdieu&#8217;s concept of habitus, discussed in relation to school culture and school drawn from Vi&#241;ao Frago. The qualitative research based on L&#252;dke and Andr&#233; was carried out in six schools of the RMEC, with the application of a semi-structured questionnaire to 21 teachers, and by conducting interviews with six directors and five pedagogues, who accompanied the PP in 2017. The analysis of the testimonies revealed stabilizing processes of the teacher habitus, besides the necessity of the pedagogues&#8217; interlocution and organization of the formation and professional development, aiming at autonomy, self-evaluation and the teacher ethics, deriving from the change of logics of evaluation of the initial insertion of teachers at RMEC schools.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En el art&#237;culo se analiza la Etapa Probatoria (EP) de profesores concursados en la Red Municipal de Curitiba (RMEC) como proceso de evaluaci&#243;n profesional, fundado en la cultura del desempe&#241;o, en el cual se identific&#243; la necesidad de nuevas l&#243;gicas conceptuales relativas a la inserci&#243;n profesional inicial de docentes en esta red de ense&#241;anza. Las teorizaciones sobre esta discusi&#243;n fueron fundamentadas en las concepciones de Garc&#237;a Marcelo, Silva, Tardif, Giroux y Lessard, y articuladas al concepto de habitus de Bourdieu, discutido en relaci&#243;n a la cultura escolar y de la escuela, por Vi&#241;ao Frago. La investigaci&#243;n cualitativa basada en L&#252;dke y Andr&#233; fue realizada en seis escuelas de la RMEC, con la aplicaci&#243;n de cuestionario semi estructurado a 21 profesores, y por realizaci&#243;n de entrevistas con 6 directores y 5 pedagogas, que acompa&#241;aron al EP, en 2017. El an&#225;lisis de los testimonios revel&#243; procesos estabilizadores del habitus de profesores, adem&#225;s de la necesidad de la actuaci&#243;n de las pedagogas de interlocuci&#243;n y organizaci&#243;n de la formaci&#243;n y del desarrollo profesional, visando la autonom&#237;a, la autoevaluaci&#243;n y la &#233;tica docente, derivada del cambio de l&#243;gicas de evaluaci&#243;n de la inserci&#243;n inicial de profesores en escuelas de la RMEC.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Estágio Probatório]]></kwd>
<kwd lng="pt"><![CDATA[Cultura escolar e habitus]]></kwd>
<kwd lng="pt"><![CDATA[Formação inicial do professor]]></kwd>
<kwd lng="en"><![CDATA[Probationary period]]></kwd>
<kwd lng="en"><![CDATA[School culture and habitus]]></kwd>
<kwd lng="en"><![CDATA[Initial teacher education]]></kwd>
<kwd lng="es"><![CDATA[Etapa Probatoria]]></kwd>
<kwd lng="es"><![CDATA[Cultura escolar y habitus]]></kwd>
<kwd lng="es"><![CDATA[Formación inicial del profesor]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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