<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Scientiarum. Education]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012016000300283</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v38i3.27641</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Processos de inserção profissional docente nas políticas de formação: o que documentos legais revelam]]></article-title>
<article-title xml:lang="en"><![CDATA[Policy enactment in school: considerations from Acting Theory and Policy Cycle]]></article-title>
<article-title xml:lang="es"><![CDATA[Promulgación de políticas en la escuela: Consideraciones a partir de la Teoría de Actuación y del Ciclo de Políticas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mira]]></surname>
<given-names><![CDATA[Marilia Marques]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Romanowski]]></surname>
<given-names><![CDATA[Joana Paulin]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<volume>38</volume>
<numero>3</numero>
<fpage>283</fpage>
<lpage>292</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012016000300283&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012016000300283&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012016000300283&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO  Este texto objetiva analisar os processos de inser&#231;&#227;o dos professores nos sistemas de ensino da educa&#231;&#227;o b&#225;sica, a partir do exame das pol&#237;ticas de desenvolvimento profissional definidas pela legisla&#231;&#227;o educacional recente, como a Lei de Diretrizes e Bases da Educa&#231;&#227;o Nacional 9394/96, o Plano Nacional de Educa&#231;&#227;o 2001-2011 e o atual Plano Nacional de Educa&#231;&#227;o 2014-2024. Para tanto, recorremos &#224; an&#225;lise documental, considerando os referenciais te&#243;ricos de Saviani (2010, 2011, 2014a, 2014b) no que se refere &#224;s pol&#237;ticas educacionais e de Marcelo (1999, 2009, 2010), Vaillant e Marcelo (2012), Romanowski (2012), Gatti (2012), Gatti e Barreto (2009), Andr&#233; (2012), Cunha (2010, 2012), entre outros, no que tange &#224; forma&#231;&#227;o de professores e, especificamente, &#224; fase de inicia&#231;&#227;o profissional docente. Os resultados mostram que a preocupa&#231;&#227;o com o per&#237;odo de inicia&#231;&#227;o &#224; doc&#234;ncia &#233; recente; s&#243; emerge, explicitamente, a partir do atual Plano Nacional de Educa&#231;&#227;o (2014-2024), por&#233;m, de forma ainda embrion&#225;ria. Apesar dos limites das propostas, observa-se o seu desdobramento nos Planos Estaduais de Educa&#231;&#227;o. Destaca-se que as pol&#237;ticas tra&#231;adas precisam considerar as especificidades de cada contexto, assim como os limites impostos pela condi&#231;&#227;o financeira dos estados e munic&#237;pios e pelas pr&#243;prias condi&#231;&#245;es de forma&#231;&#227;o e de trabalho dos professores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Teachers' integration processes in basic education systems are analyzed by investigating professional development policies defined in recent educational legislation, such as the Guidelines for National Education 9394/96, Brazilian Education Plan 2001-2011 and current National Education Plan 2014-2024. Documents are analyzed based on the theoretical work by Saviani (2010, 2011, 2014a, 2014b) on educational policies and by Marcelo (1999, 2009, 2010), Vaillant and Marcelo (2012), Romanowski (2012), Gatti (2009) Gatti e Barreto (2009), Andr&#233; (2012), Cunha (2010, 2012) and others, on teachers' formation, specifically on the initiation phase in the teaching profession. Results show that the concern on the initiation period is a recent topic. It explicitly comes to the fore through the current National Education Plan (2014-2024) albeit in a fledging stance. In spite of the limitations, there is a development in the States' Education Plans. It should be underscored that established policies must take into account the specific factors of each context and the limits imposed by financial conditions of states and municipalities and by teachers' formation conditions and work milieu.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Este texto tiene el objetivo de analizar los procesos de inserci&#243;n de los profesores en los sistemas de ense&#241;anza de la educaci&#243;n b&#225;sica, a partir del examen de las pol&#237;ticas de desarrollo professional definidas por la legislaci&#243;n educacional reciente, como la Ley de Directrices y Bases de la Educaci&#243;n Nacional 9394/96, el Plan Nacional de Educaci&#243;n 2001-2011 y el actual Plan Nacional de Educaci&#243;n 2014- 2024. Para tanto, usamos el an&#225;lisis documental, considerando los referenciales te&#243;ricos de Saviani (2010, 2011, 2014a, 2014b) en lo que se refiere a las pol&#237;ticas educacionales y de Marcelo (1999, 2009, 2010), Vaillant y Marcelo (2012), Romanowski (2012), Gatti (2009), Gatti e Barreto (2009), Andr&#233; (2012), Cunha (2010, 2012), entre otros, en cuanto a la formaci&#243;n de profesores y, espec&#237;ficamente, a la fase de iniciaci&#243;n profesional docente. Los resultados se&#241;alan que la preocupaci&#243;n con el per&#237;odo de iniciaci&#243;n a la doc&#234;ncia es reciente; solo emerge, expl&#237;citamente, a partir del actual Plan Nacional de Educaci&#243;n (2014-2024), aunque de forma todav&#237;a embrionaria. A pesar de los l&#237;mites de las propuestas, se observa su desdoblamiento en los Planes Estatales de Educaci&#243;n. Se destaca que las pol&#237;ticas trazadas necesitan considerar las especificidades de cada contexto, as&#237; como los l&#237;mites impuestos por la condici&#243;n financeira de los estados y municipios y por las propias condiciones de formaci&#243;n y de trabajo de los profesores. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Inserção Docente]]></kwd>
<kwd lng="pt"><![CDATA[Políticas Educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Plano Nacional de Educação]]></kwd>
<kwd lng="pt"><![CDATA[Iniciação Profissional Docente]]></kwd>
<kwd lng="en"><![CDATA[Teaching Profession]]></kwd>
<kwd lng="en"><![CDATA[Initiation Phase]]></kwd>
<kwd lng="en"><![CDATA[Educational Policies]]></kwd>
<kwd lng="en"><![CDATA[National Education Plan]]></kwd>
<kwd lng="en"><![CDATA[Professional Development]]></kwd>
<kwd lng="es"><![CDATA[Inserción Docente]]></kwd>
<kwd lng="es"><![CDATA[Políticas Educacionales]]></kwd>
<kwd lng="es"><![CDATA[Plan Nacional de Educación]]></kwd>
<kwd lng="es"><![CDATA[Iniciación Profesional Docente]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
