<?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>S1981-81062022000100311</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v32.n.65.s16536</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Acompanhamento de professores em início de carreira: uma proposta formativa]]></article-title>
<article-title xml:lang="es"><![CDATA[Soporte al profesorado en inicio de la carrera: una propuesta de formación]]></article-title>
<article-title xml:lang="en"><![CDATA[Teachers support at the beginning of the career: a training proposal]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Brande]]></surname>
<given-names><![CDATA[Carla Andréa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chaluh]]></surname>
<given-names><![CDATA[Laura Noemi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[Rio Claro São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[Rio Claro São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>32</volume>
<numero>65</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062022000100311&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062022000100311&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062022000100311&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A literatura acerca do início da carreira docente no Brasil mostra que são poucas as políticas e programas de formação docente que buscam amenizar as situações vividas pelos professores no contexto escolar. Este artigo objetiva analisar as contribuições para a constituição dos docentes participantes de um curso de formação oferecido a professores em início de carreira, vinculados a uma Secretaria Municipal de Educação do interior do estado de São Paulo (Brasil). Aborda a organização e composição do trabalho desenvolvido junto com esses docentes que, a partir de uma formação sustentada no diálogo, instituiu um processo de acompanhamento que alavancou a constituição docente. A primeira autora deste trabalho considerou o curso de formação como objeto de estudo de uma pesquisa narrativa, ou seja, a própria experiência do vivido. Para compor este trabalho, foram compartilhados materiais produzidos pelos professores em período de inserção na carreira, derivados de propostas de escrita instituídas no curso. Considerando o paradigma indiciário, as escritas deixam em evidência: a urgência de acompanhamento para professores em início de carreira; as dificuldades vividas por professores em período de inserção na carreira; caminhos de formação para estes professores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La literatura acerca del inicio de la carrera docente en Brasil muestra que son pocas las políticas y programas de formación docente que buscan amenizar las situaciones vividas por los profesores en el contexto escolar. Este artículo tiene como objetivo analizar las contribuciones para la constitución de los participantes de un curso de formación que ha sido ofrecido a profesores en inicio de la carrera vinculados a una Secretaria Municipal de Educación del interior del estado de São Paulo (Brasil). Aborda la organización y composición del trabajo desarrollado junto con eses docentes que, a partir de una formación sustentada en el diálogo, instituyó un proceso de apoyo que sustentó a la constitución docente. La primera autora de este trabajo consideró el curso de formación el objeto de estudio de una investigación narrativa, es decir, la propia experiencia vivida. Para componer este trabajo, fueron compartidos materiales producidos por los profesores en período de inserción en la carrera, derivados de las propuesta de escrita instituidas en el curso. Considerando el paradigma indiciario, las escritas ponen en relieve: la urgencia de soporte para profesores en inicio de la carrera; las dificultades vividas por los profesores en período de inserción en la carrera; caminos de formación para estos profesores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The literature on the beginning of the teaching career in Brazil shows that there are few policies and teacher training programs that seek to alleviate the situations experienced by teachers in the school context. This article aims to analyze the contributions to the constitution of teachers participating in a training course offered to teachers at the beginning of their careers, linked to a Municipal Department of Education in the interior of the state of São Paulo (Brazil). It addresses the organization and composition of the work developed together with these teachers who, based on training sustained in dialogue, instituted a follow-up process that leveraged the teaching constitution. The first author of this work considered the training course as an object of study of a narrative research, that is, the lived experience itself. To compose this work, materials produced by professors in the period of insertion in the career were shared, derived from writing proposals instituted in the course. Considering the evidential paradigm, the writings highlight: - the urgency of monitoring for teachers at the beginning of their careers; - the difficulties experienced by teachers in the period of insertion in the career; - training paths for these teachers.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Professores em início de carreira]]></kwd>
<kwd lng="pt"><![CDATA[Acompanhamento docente]]></kwd>
<kwd lng="pt"><![CDATA[Formação docente]]></kwd>
<kwd lng="pt"><![CDATA[Escola]]></kwd>
<kwd lng="es"><![CDATA[Profesores en Inicio de Carrera]]></kwd>
<kwd lng="es"><![CDATA[Soporte docente]]></kwd>
<kwd lng="es"><![CDATA[Formación Docente]]></kwd>
<kwd lng="es"><![CDATA[Escuela]]></kwd>
<kwd lng="en"><![CDATA[Teachers at Beginning of the Career]]></kwd>
<kwd lng="en"><![CDATA[Teacher Support]]></kwd>
<kwd lng="en"><![CDATA[Teacher Taining]]></kwd>
<kwd lng="en"><![CDATA[School]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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