<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062017000200308</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.vol27.n55.p308-326</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Professores iniciantes dos anos finais do ensino fundamental: indicação das necessidades formativas]]></article-title>
<article-title xml:lang="en"><![CDATA[Beginning teachers in the last years of elementary school: training needs]]></article-title>
<article-title xml:lang="es"><![CDATA[Necesidades de formación de los profesores principiantes em los últimos años de la escuela primaria]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Giordan]]></surname>
<given-names><![CDATA[Miriane Zanetti]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hobold]]></surname>
<given-names><![CDATA[Márcia de Souza]]></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]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista &#8220;Júlio de Mesquita Filho&#8221;  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2017</year>
</pub-date>
<volume>27</volume>
<numero>55</numero>
<fpage>308</fpage>
<lpage>326</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062017000200308&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062017000200308&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062017000200308&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  A presente pesquisa tem como objetivo apresentar as necessidades formativas dos professores iniciantes do 6&#186; ao 9&#186; ano do ensino fundamental da Rede Municipal de Ensino de Joinville. S&#227;o professores que ingressaram entre os anos de 2010 e 2013, sendo considerados iniciantes em um novo contexto de trabalho. &#201; uma pesquisa de abordagem qualitativa que utilizou a entrevista semiestruturada como instrumento para a coleta dos dados. Os principais autores que embasaram a leitura e interpreta&#231;&#227;o dos dados foram Romanowski (2007, 2012), Romanowski e Martins (2013), Marcelo Garcia (1999, 2009) e Marcelo Garcia e Vaillant (2013). Os resultados indicaram que os professores solicitaram que os momentos de forma&#231;&#227;o continuada privilegiem a troca de ideias/experi&#234;ncias, que sejam planejados para que ocorra a interlocu&#231;&#227;o entre os docentes, bem como que ocorra a amplia&#231;&#227;o da quantidade de cursos para o aprimoramento profissional. Duas tem&#225;ticas foram apontadas como cadentes para o trabalho dos entrevistados: como utilizar tecnologias e como lidar com a inclus&#227;o de alunos com defici&#234;ncia. Os professores indicaram que a forma&#231;&#227;o inicial n&#227;o lhes possibilitou uma discuss&#227;o efetiva sobre essas duas tem&#225;ticas e que sentem necessidade de que sejam trabalhadas nos espa&#231;os de forma&#231;&#227;o continuada. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  This research aims to present the training needs of beginning teachers in the 6th to 9th grade of elementary public schools in Joinville. The participants are beginning teachers (started to teaching between 2010 and 2013). It is a qualitative study that used semi-structured interviews as a tool for data collection. Studies from Romanowski (2007, 2012), Romanowski and Martins (2013), Marcelo Garcia (1999, 2009) and Marcelo Garcia and Vaillant (2013) contributed to support the reading and interpretation of the data. The results showed that teachers reported that continuing education should provide the exchange of ideas / experiences through dialogue with colleagues, and they requested more training promoting their professional development. Two issues due their professional needs were identified as priority to their work: orientation how to use the technology and how to deal with the inclusion of students with disabilities. Teachers reported the importance of two issues as well as teacher education failed to provide them the knowledge about that. Continuing education could be an opportunity to promote discussions related to these important issues. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este trabajo tiene como objetivo se&#241;alar las necesidades de formaci&#243;n de los profesores principiantes del 6&#186; al 9&#186; grado de la educaci&#243;n primaria en el sistema escolar municipal de Joinville. Son profesores que ingresaron entre los a&#241;os 2010 y 2013, y que son considerados principiantes en un nuevo contexto de trabajo. Se trata de una investigaci&#243;n cualitativa, en la que se emple&#243; entrevistas semi-estructuradas como herramienta para la recopilaci&#243;n de datos. Los principales autores que fundamentaron la lectura e interpretaci&#243;n de los datos fueron Romanowski (2007, 2012), Romanowski y Martins (2013), Marcelo Garc&#237;a (1999, 2009) y, Marcelo Garc&#237;a y Vaillant (2013). Los resultados indicaron que los profesores solicitaron que su formaci&#243;n continua favorezca el intercambio de ideas / experiencias a partir del di&#225;logo entre los docentes, y que se ampl&#237;e la cantidad de cursos de formaci&#243;n para su desarrollo profesional. Se se&#241;alaron dos temas prioritarios para la labor de los encuestados: el uso de la tecnolog&#237;a y c&#243;mo lidiar con la inclusi&#243;n de los estudiantes con discapacidades. Los profesores se&#241;alaron que la formaci&#243;n inicial no les permiti&#243; una discusi&#243;n efectiva sobre estas dos cuestiones, y sienten la necesidad de desarrollarlas en los espacios de educaci&#243;n continua. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Professor Iniciante]]></kwd>
<kwd lng="pt"><![CDATA[Necessidades Formativas]]></kwd>
<kwd lng="pt"><![CDATA[Formação Continuada de Professores]]></kwd>
<kwd lng="en"><![CDATA[Beginning Teacher]]></kwd>
<kwd lng="en"><![CDATA[Training Needs]]></kwd>
<kwd lng="en"><![CDATA[Continuing Teacher Education]]></kwd>
<kwd lng="es"><![CDATA[Profesores Principiantes]]></kwd>
<kwd lng="es"><![CDATA[Necesidades de Formación]]></kwd>
<kwd lng="es"><![CDATA[Educación Continua]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
