<?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>2177-6210</journal-id>
<journal-title><![CDATA[Educação UNISINOS]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Unisinos]]></abbrev-journal-title>
<issn>2177-6210</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Vale do Rio dos Sinos]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-62102016000300359</article-id>
<article-id pub-id-type="doi">10.4013/edu.2016.203.09</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Trajetórias de professoras assistentes do Instituto de Educação do Rio de Janeiro nos anos 1960]]></article-title>
<article-title xml:lang="en"><![CDATA[Assistant teachers' professional careers at Instituto de Educação do Rio de Janeiro in the 1960s]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lopes]]></surname>
<given-names><![CDATA[Sonia Castro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro Faculdade de Educação ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>20</volume>
<numero>3</numero>
<fpage>359</fpage>
<lpage>366</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-62102016000300359&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-62102016000300359&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-62102016000300359&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Este artigo analisa a trajet&#243;ria de professoras assistentes do Instituto de Educa&#231;&#227;o do Rio de Janeiro na d&#233;cada de 1960, cuja &#250;nica forma&#231;&#227;o, geralmente, ocorria em escolas normais, de n&#237;vel m&#233;dio. O ingresso dessas docentes justificava-se pela car&#234;ncia de profissionais mais qualificados e pelo aumento do fluxo de normalistas em raz&#227;o da expans&#227;o da rede p&#250;blica escolar. A abordagem te&#243;rica incorpora estudos sobre trajet&#243;rias de acordo com Giovani Levi e Claude Dubar, considera&#231;&#245;es a respeito da socializa&#231;&#227;o realizada pelo programa institucional segundo a vis&#227;o de Fran&#231;ois Dubet, al&#233;m do conceito de experi&#234;ncia, na acep&#231;&#227;o de Edward P. Thompson, enquanto a metodologia baseia-se na an&#225;lise documental e produ&#231;&#227;o de entrevistas &#224; luz da hist&#243;ria oral. Conclui-se que o trabalho docente, apesar de possuir forte carga de subjetividade, pressup&#245;e uma a&#231;&#227;o que depende da ades&#227;o dos sujeitos ao projeto escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  This article aims to assess the professional career developed by assistant teachers at Instituto de Educa&#231;&#227;o do Rio de Janeiro in the 1960s, a teacher qualification middle school. This type of program was the only type of qualification available then. These assistant teachers were hired due to the lack of more qualified teaching staff to cater for the increasing numbers of student teachers enrolment as a consequence of state school expansion. Theoretical approaches comprise career studies according to Giovani Levi and Claude Dubar, considerations about socialization promoted by the institutional program in the view of Fran&#231;ois Dubet, in addition to the concept of experience as conceived by Edward P. Thompson. The study methodology used document analysis and interviews in the light of oral history. It may be concluded that despite the typical subjectivity that features the teaching profession, every teaching action is directly dependent on the teaching staff's adhesion to the school curriculum and syllabus.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[História da Educação]]></kwd>
<kwd lng="pt"><![CDATA[Instituto de Educação]]></kwd>
<kwd lng="pt"><![CDATA[Professoras Assistentes]]></kwd>
<kwd lng="en"><![CDATA[History of Education]]></kwd>
<kwd lng="en"><![CDATA[Instituto de Educação]]></kwd>
<kwd lng="en"><![CDATA[Assistant Teachers]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
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</name>
</person-group>
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<source><![CDATA[Educação &amp; Sociedade]]></source>
<year></year>
<volume>29</volume>
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<issue>105</issue>
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</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Currículo mínimo e duração do curso de pedagogia: Parecer 251/1962.]]></article-title>
<source><![CDATA[Documenta]]></source>
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<volume>11</volume>
<page-range>95-100</page-range></nlm-citation>
</ref>
<ref id="B3">
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<person-group person-group-type="author">
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</back>
</article>
