<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052017000300105</article-id>
<article-id pub-id-type="doi">10.12957/teias.2017.29343</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O PRINCÍPIO DO EXERCÍCIO PROFISSIONAL: Um importante passo na formação da identidade docente]]></article-title>
<article-title xml:lang="en"><![CDATA[THE BEGINNING OF THE PROFESSION: AN IMPORTANT STEP IN THE FORMATION OF TEACHER PROFESSIONAL IDENTITY]]></article-title>
<article-title xml:lang="es"><![CDATA[EL PRINCIPIO DEL EJERCICIO PROFESIONAL: UN IMPORTANTE PASO EN LA FORMACIÓN DE LA IDENTIDAD PROFESIONAL DOCENTE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[Letícia Mendonça Lopes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Damasceno]]></surname>
<given-names><![CDATA[Ednacelí Abreu]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Acre Centro de Educação, Letras e Artes ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Acre Centro de Educação, Letras e Artes ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2017</year>
</pub-date>
<volume>18</volume>
<numero>50</numero>
<fpage>105</fpage>
<lpage>118</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052017000300105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052017000300105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052017000300105&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Objetivou-se identificar aspectos marcantes do princípio do exercício profissional vivenciado por professores iniciantes, considerando a importância desta fase na formação da identidade docente. Para tanto, entrevistouse cinco professores iniciantes que principiaram suas atividades como unidocentes em classes do ensino fundamental no município de Rio Branco, estado do Acre. Constatou-se que os sujeitos de pesquisa vivenciaram trajetórias distintas, mas são unânimes em afirmar que a recepção das equipes escolares, nas primeiras instituições em que lecionaram, foram fundamentais para a sensação de segurança (ou insegurança) concebida nas atividades iniciais. Reconhece-se que a consolidação da identidade docente está associada ao apoio que o professor iniciante recebe suas primeiras ações.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The research aimed to identify important aspects of the beginning of the professional exercise of beginning teachers, considering the importance of this period for the formation of the teaching professional identity. Thus, we interviewed five beginning teachers who began their profession as teachers in elementary school classes in the city of Rio Branco, in the state of Acre. Interviewees had different trajectories, but all said that the way school staff received them in the very first schools they worked on was very important for them to feel secure (or insecure) in their early activities as teachers. It is recognizable that the construction of the teacher professional identity is associated with the support that the beginning teacher receives his first school actions.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La investigación objetivó identificar aspectos marcantes del inicio del ejercicio profesional de profesores principiantes, considerando la importancia de este período para la formación de la identidad profesional docente. Así, fueron entrevistados cinco profesores principiantes que iniciaron en la profesión como profesores regentes en clases de la enseñanza fundamental en la ciudad de Rio Branco, en el estado de Acre. Los entrevistados tuvieron trayectorias diferentes, más todos afirmaron que la forma en que los equipos escolares los recibieron, en las primeras escuelas en que trabajaron, fueron muy importantes para sentirse seguros (o inseguros) en sus primeras actividades como profesores. Es reconocible que la construcción de la identidad profesional docente se asocia al apoyo que el profesor principiante recibe sus primeras acciones escolares.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Professores Iniciantes]]></kwd>
<kwd lng="pt"><![CDATA[Socialização Profissional]]></kwd>
<kwd lng="pt"><![CDATA[Identidade Docente]]></kwd>
<kwd lng="en"><![CDATA[Beginners Teachers]]></kwd>
<kwd lng="en"><![CDATA[Professional Socialization]]></kwd>
<kwd lng="en"><![CDATA[Teaching Professional Identity]]></kwd>
<kwd lng="es"><![CDATA[Profesores Principiantes]]></kwd>
<kwd lng="es"><![CDATA[Socialización Profesional]]></kwd>
<kwd lng="es"><![CDATA[Identidad Profesional Docente]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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