<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2016000400006</article-id>
<article-id pub-id-type="doi">10.7213/1981-416X.16.050.DS05</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Uma política de formação voltada aos professores iniciantes de Sobral - CE]]></article-title>
<article-title xml:lang="en"><![CDATA[A training policy geared to beginning teachers in Sobral - CE]]></article-title>
<article-title xml:lang="es"><![CDATA[Una política de formación dirigida a los professores principiantes de Sobral - CE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Calil]]></surname>
<given-names><![CDATA[Ana Maria Gimenes Corrêa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<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[,Universidade de Taubaté  ]]></institution>
<addr-line><![CDATA[Taubaté SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<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>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>16</volume>
<numero>50</numero>
<fpage>891</fpage>
<lpage>909</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2016000400006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2016000400006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2016000400006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo desta pesquisa foi analisar a pol&#237;tica de forma&#231;&#227;o continuada dos professores iniciantes no munic&#237;pio de Sobral (CE). A educa&#231;&#227;o neste munic&#237;pio tem chamado a aten&#231;&#227;o tanto por apresentar evolu&#231;&#227;o nos indicadores de avalia&#231;&#227;o quanto por realizar forma&#231;&#227;o continuada espec&#237;fica aos professores iniciantes na rede municipal. Foi adotada a abordagem qualitativa de pesquisa e utilizados diferentes procedimentos e instrumentos de pesquisa, tais como: grupo focal, observa&#231;&#227;o, an&#225;lise de documentos e question&#225;rio na tentativa de captar o processo de forma&#231;&#227;o continuada. Criou-se uma Escola de Forma&#231;&#227;o Permanente, respons&#225;vel pela forma&#231;&#227;o dos professores. Os sujeitos foram a diretora e a coordenadora de forma&#231;&#227;o da Escola de Forma&#231;&#227;o de Professores e mais 46 professores iniciantes que avaliaram a forma&#231;&#227;o oferecida pela rede municipal. Os resultados apontaram um grau de satisfa&#231;&#227;o positivo dos professores iniciantes em rela&#231;&#227;o ao desenvolvimento profissional proporcionado pelo processo de forma&#231;&#227;o continuada espec&#237;fica aos iniciantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The focus of this research was to analyze teacher education policies for beginning teachers in the city of Sobral, Cear&#225;, Brazil. Education in this city has been calling attention as for presenting evolution on evaluation assessments as for bringing up teacher continued education for beginner teachers in the municipal schools. Qualitative research approach was adopted and different procedures and instruments were used, such as: focus group, observation, analysis of documents and questionnaire, attempting to track the process of teacher continued education. A Permanent Education School was created to take care for teachers' qualification. The research subjects were the principal and the coordinator of qualification of the Teacher Qualification School and 46 beginner teachers that were taking instructions and evaluating the training offered by the municipal. The results point to a positive level of beginner teachers' satisfaction in relation to the professional development offered by the process of teacher continued education, specifically for beginners.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de este estudio fue analizar la pol&#237;tica de formaci&#243;n continua de los profesores principiantes en el municipio de Sobral, Cear&#225;, Brasil. La educaci&#243;n en este municipio ha llamado la atenci&#243;n tanto de presentar la evoluci&#243;n de los indicadores de evaluaci&#243;n como para la formaci&#243;n continua espec&#237;fica para los profesores principiantes en las escuelas p&#250;blicas. Se adopt&#243; un enfoque cualitativo y utiliza diferentes procedimientos y herramientas de investigaci&#243;n, tales como grupos focales, observaci&#243;n, an&#225;lisis de documentos y cuestionario en un intento de capturar el proceso de formaci&#243;n continua. Una Escuela de Formaci&#243;n Permanente fue establecida para hacerse cargo de la formaci&#243;n de profesores. Los sujetos fueron el director y el coordinador de la formaci&#243;n en la Escuela de Formaci&#243;n de Profesores y 46 profesores principiantes que evalu&#243; la formaci&#243;n ofrecida por la red municipal. Los resultados muestran un grado de satisfacci&#243;n positiva de los profesores principiantes en el desarrollo profesional proporcionado por el proceso de formaci&#243;n continua espec&#237;fica para los principiantes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação Continuada]]></kwd>
<kwd lng="pt"><![CDATA[Professores Iniciantes]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento Profissional]]></kwd>
<kwd lng="en"><![CDATA[Teacher Continued Education]]></kwd>
<kwd lng="en"><![CDATA[Beginner Teachers]]></kwd>
<kwd lng="en"><![CDATA[Professional Development]]></kwd>
<kwd lng="es"><![CDATA[Educación Continua]]></kwd>
<kwd lng="es"><![CDATA[Profesores Principiantes]]></kwd>
<kwd lng="es"><![CDATA[Desarrollo Profesional]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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