<?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>S1981-81062022000100313</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v32.n.65.s16589</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Inserção profissional do coordenador pedagógico: parceria colaborativa entre iniciantes e experientes a partir da pesquisaformação]]></article-title>
<article-title xml:lang="es"><![CDATA[Integración laboral del coordinador pedagógico: colaboración entre principiantes y expertos desde una investigación-formación]]></article-title>
<article-title xml:lang="en"><![CDATA[Professional onboarding of the pedagogical coordinator: collaborative partnership of beginning and experienced coordinators based on a research-training]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gomboeff]]></surname>
<given-names><![CDATA[Ana Lucia Madsen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Passos]]></surname>
<given-names><![CDATA[Laurizete Ferragut]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo 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=S1981-81062022000100313&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062022000100313&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062022000100313&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo As parcerias colaborativas têm se mostrado potentes para apoiar o processo de inserção dos profissionais que iniciam numa nova função. O artigo trata de uma ação de indução profissional realizada junto a um grupo de coordenadores pedagógicos iniciantes com vistas a contribuir para a superação dos desafios vividos em seu processo de inserção profissional junto às escolas de ensino básico. Para o presente texto será apresentado um recorte dos dados da pesquisa que reuniu 25 professores aprovados em concurso público para coordenador pedagógico sem experiência na função, os iniciantes, e dezessete coordenadores com experiência de até três anos, os experientes, e cuja parceria colaborativa se deu a partir de uma pesquisa-formação. Para a produção dos dados, utilizou-se a transcrição dos encontros formativos (oito com cada grupo), incluindo o conteúdo do Chat, bem como a transcrição dos dois grupos de discussão e das conversas e trocas espontâneas pelo WhatsApp e dados de um questionário de caracterização. A análise dos dados teve inspiração na Análise de Prosa. Os resultados indicam que a parceria colaborativa iniciante-experiente traz subsídios para que o primeiro enfrente e supere os desafios do início da carreira e também contribui para o aprimoramento da prática profissional do experiente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las asociaciones de colaboración han demostrado ser potentes apoyos para el proceso de inserción de los profesionales que se inician en una nueva función. El artículo trata de una acción de inducción profesional llevada a cabo con un grupo de coordinadores pedagógicos principiantes con el fin de contribuir a la superación de los retos experimentados en su proceso de inserción laboral en las escuelas de educación básica. En este texto se presentará una selección de datos resultantes de la investigación, que reunió a veinticinco profesores aprobados en una convocatoria pública para coordinador pedagógico sin experiencia en el puesto, los principiantes, y a diecisiete coordinadores con hasta tres años de experiencia, los expertos, y cuya asociación de colaboración entre ellos se basó en una investigación-formación. Para la producción de datos, se utilizó la transcripción de las reuniones formativas (ocho con cada grupo), incluyendo el contenido del chat, así como la transcripción de los dos grupos de discusión y las conversaciones e intercambios espontáneos de WhatsApp y los datos de un cuestionario de caracterización. El análisis de los datos se ha inspirado en el Análisis de Prosa. Los resultados indican que la asociación de colaboración entre principiantes y expertos aporta ayudas para que los primeros logren hacer frente y superar los retos del inicio de la carrera y también contribuye a la mejora de la práctica profesional de los expertos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Collaborative partnerships have proven to be powerful support on the onboarding process for professionals starting out in a new role. The article discusses a professional induction activity carried out with a group of beginning pedagogical coordinators in order to help them overcome the challenges during their professional onboarding in primary education schools. This work will set forth a data sample from the research with twenty-five teachers who had been approved in public call for pedagogical coordinator had no experience in the job &#8211; beginning coordinators &#8211; and seventeen coordinators with up to three years of experience &#8211; experienced coordinators &#8211; whose collaborative partnership was based on a research-training program. For data production, we used the transcript of training meetings (eight with each group), including Chat content, as well as transcript of two focus groups and spontaneous WhatsApp conversations and give-and-take, and data from a characterization questionnaire. The data analysis was powered by Prose Analysis. The results indicate that the collaborative partnership of beginning and experienced coordinators brings inputs for the former to face and overcome the challenges of early career, and also contributes to the improvement of professional practice for experienced coordinators.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Coordenador Pedagógico Iniciante]]></kwd>
<kwd lng="pt"><![CDATA[Inserção Profissional]]></kwd>
<kwd lng="pt"><![CDATA[Parceria Colaborativa]]></kwd>
<kwd lng="pt"><![CDATA[Pesquisa-formação]]></kwd>
<kwd lng="es"><![CDATA[Coordinador Pedagógico Principiante]]></kwd>
<kwd lng="es"><![CDATA[Inserción Laboral]]></kwd>
<kwd lng="es"><![CDATA[Asociación de Colaboración]]></kwd>
<kwd lng="es"><![CDATA[Investigación-formación]]></kwd>
<kwd lng="en"><![CDATA[Beginning Pedagogical Coordinator]]></kwd>
<kwd lng="en"><![CDATA[Professional Onboarding]]></kwd>
<kwd lng="en"><![CDATA[Collaborative Partnership]]></kwd>
<kwd lng="en"><![CDATA[Research-Training]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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