<?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 Educ.]]></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>S2178-52012025000100202</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v47i1.64572</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Caracterização da inserção de docentes na educação profissional, científica e tecnológica: uma análise da literatura]]></article-title>
<article-title xml:lang="es"><![CDATA[Caracterización de la inserción profesional docente en la educación profesional, científica y tecnológica: un análisis de la literatura]]></article-title>
<article-title xml:lang="en"><![CDATA[Characterization of teachers&#8217; professional insertion in professional, scientific and technological education: A literature analysis]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Demos]]></surname>
<given-names><![CDATA[Talles Viana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gonçalves]]></surname>
<given-names><![CDATA[Fábio Peres]]></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 Santa Catarina  ]]></institution>
<addr-line><![CDATA[São José Santa Catarina]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis Santa Catarina]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>47</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012025000100202&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012025000100202&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012025000100202&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. Ocorre, no Brasil e em outros países, uma expansão da Educação Profissional, Científica e Tecnológica (EPCT) e, como consequência, parte da pesquisa tem-se dedicado a compreender diferentes facetas deste processo, que envolve inclusive a docência nessa modalidade de educação. Diante deste cenário, apresenta-se um estudo cujo objetivo foi caracterizar - a partir de um mapeamento de trabalhos - resultados e conclusões sobre o ingresso e os primeiros anos de docência na EPCT. Para identificar os trabalhos, utilizaram-se, como fontes de informações: os indexadores Directory of Open Access Journals (DOAJ), Dialnet, Red de Revistas Científicas de América Latina y el Caribe, España y Portugal (Redalyc), Scientific Electronic Library Online (Scielo) e Portal de Periódicos da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES); o Catálogo de Teses e Dissertações da CAPES; anais do Congreso Internacional sobre Profesores Principiantes e Inducción a la Docencia. Os trabalhos localizados foram submetidos a procedimentos da Análise Textual Discursiva. A análise indicou que o período de inserção é marcado por necessidades formativas de docentes ingressantes na EPCT, por influências de contextos educacionais em propostas de inserção profissional docente na EPCT e por experiências formativas de inserção profissional docente fundamentadas pedagogicamente. Experiências formativas institucionais mais amplas acabam encontrando maior resistência docente de participação. Destaca-se a influência da coordenação pedagógica institucional nas experiências de inserção na EPCT e sua aproximação à figura do mentor/tutor descrita na literatura sobre professores iniciantes e inserção profissional docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. En Brasil y en otros países se está produciendo una expansión de la Educación Profesional, Científica y Tecnológica (EPCT). En consecuencia, una parte de la investigación se ha dedicado a comprender diferentes facetas de este proceso, que también implica la enseñanza en esta modalidad de educación. En este escenario, presentamos un estudio cuyo objetivo fue caracterizar - a partir de un mapeo de trabajos - resultados y conclusiones sobre el ingreso y los primeros años de enseñanza en la EPCT. Para la identificación de los trabajos se utilizaron las siguientes fuentes de información: los indexadores Directory of Open Access Journals (DOAJ), Dialnet, Red de Revistas Científicas de América Latina y el Caribe, España y Portugal (Redalyc), Scientific Electronic Library Online (Scielo) y Portal de Periódicos de la Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES); el Catálogo de Teses e Dissertações de la CAPES; actas del Congreso Internacional sobre Profesores Principiantes e Inducción a la Docencia. Los trabajos localizados se sometieron a procedimientos de Análisis Textual del Discurso. El análisis indicó que el período de inserción está marcado por las necesidades formativas de los profesores que ingresan en la EPCT, por las influencias de los contextos educativos en las propuestas de inserción profesional docente en la EPCT y por las experiencias formativas de inserción profesional docente basadas en la pedagogía. Las experiencias formativas institucionales más amplias acaban encontrando más resistencia de los profesores a participar. Se destaca la influencia de la coordinación pedagógica institucional en las experiencias de inserción en la EPCT y su acercamiento a la figura del mentor/tutor descrita en la literatura sobre profesores principiantes e inserción profesional docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. Professional, scientific, and technological education (PSTE) is being expanded in Brazil and other countries. Therefore, part of the research has been dedicated to understanding different facets of this process, which also involves teaching in this education modality. In this scenario, we present a study whose objective was to characterize -from a mapping of works- results and conclusions about the entrance and the first years of teaching in PSTE. To identify the works, the following sources of information were used: the indexers Directory of Open Access Journals (DOAJ), Dialnet, Red de Revistas Científicas de América Latina y el Caribe, España y Portugal (Redalyc), Scientific Electronic Library Online (Scielo), and Portal de Periódicos of the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES); the Catálogo de Teses e Dissertações of CAPES; proceedings of the Congreso Internacional sobre Profesores Principiantes e Inducción a la Docencia. The papers located were submitted to textual discourse analysis. The analysis indicated that the period of insertion is marked by the formative needs of entrants in the PSTE, by influences of educational contexts in proposals for professional teacher insertion in PSTE, and by pedagogically grounded formative experiences of professional teacher insertion. Broader institutional formative experiences result in more resistance from teachers to participate. We highlight the influence of institutional pedagogical coordination in the experiences of insertion in PSTE and its approximation to the mentor/tutor figure described in the literature about novice teachers and professional insertion.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação docente]]></kwd>
<kwd lng="pt"><![CDATA[período de inserção profissional docente]]></kwd>
<kwd lng="pt"><![CDATA[professores iniciantes]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[período de inserción profesional docente]]></kwd>
<kwd lng="es"><![CDATA[profesores principiantes]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="en"><![CDATA[period of teachers&#8217; professional insertion]]></kwd>
<kwd lng="en"><![CDATA[novice teacher]]></kwd>
<kwd lng="en"><![CDATA[professional]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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