<?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>2177-6059</journal-id>
<journal-title><![CDATA[Roteiro]]></journal-title>
<abbrev-journal-title><![CDATA[Roteiro]]></abbrev-journal-title>
<issn>2177-6059</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Oeste de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-60592023000101025</article-id>
<article-id pub-id-type="doi">10.18593/r.v48.30098</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Os sentidos políticos atribuídos à função social da escola pelos professores iniciantes na carreira]]></article-title>
<article-title xml:lang="es"><![CDATA[Los sentidos políticos atribuidos al papel social de la escuela por los profesores principiante en la carrera]]></article-title>
<article-title xml:lang="en"><![CDATA[The political meanings attributed to the social role of the school by teachers beginning in the career]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rocha]]></surname>
<given-names><![CDATA[Deise Ramos da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Curado-Silva]]></surname>
<given-names><![CDATA[Kátia Augusta Pinheiro Cordeiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia de Brasília  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<volume>48</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-60592023000101025&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-60592023000101025&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-60592023000101025&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Apresentamos uma investigação sobre o professor iniciante na carreira, objetivando entender os sentidos políticos atribuídos à função da escola por estes docentes. A ideia dessa investigação surge com indagações postas sobre o início da docência, pautando as dificuldades e descobertas da fase enquanto iniciante, são referências para o estudo os trabalhos de Hubermam (2000). Articulando as abordagens metodológicas quantitativas e qualitativas, esta pesquisa é de caráter amostral, utilizando de entrevistas realizadas com professores, visando trabalhar com sujeitos recém ingressos em sala de aula como docentes, realizando entrevistas com 10 professores da educação básica. Embasadas em um estudo referenciado na metodologia do núcleo de significação (Aguiar e Ozella, 2013), sintetizamos os sentidos dos docentes sobre o papel da escola a partir de três categorias: a) Escola para a adaptação social; b) Escola para reforma social; e c) Escola para a mudança social, o que nos permite contribuir com o campo da formação de professores, especificamente sobre a entrada na carreira docentes, seus desafios e realizações, fortalecendo a função de uma escola vinculada a um compromisso social da emancipação humana.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Presentamos una investigación sobre el profesor principiante en la carrera, con el objetivo de comprender los significados políticos atribuidos a la función de la escuela por estos profesores. La idea de esta investigación surge de interrogantes planteados sobre el inicio de la docencia, orientando las dificultades y descubrimientos de la etapa como principiante, los trabajos deHuberman (2000)son referentes para el estudio. Articulando enfoques metodológicos cuantitativos y cualitativos, esta investigación es de carácter muestral, utilizando entrevistas con docentes, con el objetivo de trabajar con sujetos que recientemente ingresaron al aula como docentes, realizando entrevistas con 10 docentes de educación básica. A partir de un estudio basado en la metodología del núcleo de sentido (Aguiar y Ozella, 2013), sintetizamos los sentidos de los docentes sobre el papel de la escuela a partir de tres categorías: a) Escuela para la adaptación social; b) Escuela para la reforma social; y c) Escuela para el cambio social, que nos permite contribuir al campo de la formación docente, específicamente al ingreso a la carrera docente, sus desafíos y logros, fortaleciendo la función de una escuela vinculada a un compromiso social con la emancipación humana.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: We present an investigation about the beginning teacher in the career, with the objective of understanding the political meanings attributed to the role of the school by these teachers. The idea of &#8203;&#8203;this investigation arises from questions raised about the beginning of teaching, guiding the difficulties and discoveries of the stage as a beginner, the works ofHuberman (2000)refer to the studio. Articulating quantitative and qualitative methodological approaches, this investigation is of a sample nature, using interviews with teachers, with the aim of working with subjects who have recently joined the classroom as teachers, conducting interviews with 10 teachers of basic education. Based on a study based on the methodology of the nucleus of meaning (Aguiar and Ozella, 2013), we summarize the meanings of teachers about the role of the school based on three categories: a) School for social adaptation; b) School for social reform; and c) Escuela para el cambio social, which allows us to contribute to the field of teacher training, specifically the entry into a teaching career, its challenges and achievements, strengthening the function of a school linked to a social commitment to human emancipation.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[professores iniciantes]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[sentidos da escola]]></kwd>
<kwd lng="pt"><![CDATA[trabalho docente]]></kwd>
<kwd lng="es"><![CDATA[profesores principiantes]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[sentidos de la escuela]]></kwd>
<kwd lng="es"><![CDATA[trabajo docente]]></kwd>
<kwd lng="en"><![CDATA[beginning teachers]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[school senses]]></kwd>
<kwd lng="en"><![CDATA[teacher work.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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