<?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>2448-3583</journal-id>
<journal-title><![CDATA[Educação & Formação]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Form.]]></abbrev-journal-title>
<issn>2448-3583</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Ceará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-35832024000100205</article-id>
<article-id pub-id-type="doi">10.25053/redufor.v9.e12344</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Uma análise sobre a percepção de professoras iniciantes acerca da participação em um programa de indução]]></article-title>
<article-title xml:lang="es"><![CDATA[Un análisis de la percepción de los docentes principiantes sobre la participación en un Programa de Inducción Docente]]></article-title>
<article-title xml:lang="en"><![CDATA[An analysis of the perception of novice teachers about participation in an induction program]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alarcon]]></surname>
<given-names><![CDATA[Jéssica Francine Ferreira da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Brenda Karla Reis de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tiba]]></surname>
<given-names><![CDATA[Aline Massako Murakami]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reali]]></surname>
<given-names><![CDATA[Aline Maria de Medeiros Rodrigues]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>9</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2448-35832024000100205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2448-35832024000100205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2448-35832024000100205&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Objetivou-se analisar a percepção de professoras iniciantes acerca da participação em um programa de mentoria buscando entender quais os desdobramentos para a atividade docente. Foram analisadas 18 respostas abertas de um questionário misto. Na organização e análise dos dados, elaboraram-se as seguintes categorias: expectativas iniciais sobre o programa de mentoria; percepções acerca do Programa Híbrido de Mentoria para a atuação docente; processos reflexivos. De modo geral, as análises revelaram que o programa se configurou como um cenário propício para a promoção do desenvolvimento profissional das professoras iniciantes. As percepções das iniciantes sugerem que a participação dialogada e formativa, construída de forma colaborativa com as mentoras, promoveu, aos poucos, autonomia para pensarem nas suas práticas pedagógicas, refletirem mais criticamente sobre sua atuação, construírem conhecimentos específicos sobre a profissão, além de exercitarem seu autoconhecimento, sugerindo seu reconhecimento e pertencimento na profissão.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de este estudio fue analizar la percepción de docentes principiantes sobre su participación en un programa de mentoría buscando comprender las consecuencias para la actividad docente. Se analizaron un total de 18 respuestas abiertas a un cuestionario mixto. En la organización y análisis de los datos, se elaboraron las siguientes categorías: expectativas iniciales sobre el programa de mentoría; percepciones sobre el Programa para la enseñanza; procesos reflexivos. En general, los análisis revelaron que el programa se configuró como un escenario propicio para la promoción del desarrollo profesional de los principiantes. Las percepciones de los principiantes sugieren que la participación dialogada y formativa, construida en colaboración con los mentores, promovió gradualmente la autonomía para pensar sobre sus prácticas pedagógicas, reflexionar más críticamente sobre su desempeño, construir conocimientos específicos sobre la profesión, además de ejercitar su autoconocimiento, sugiriendo su reconocimiento y pertenencia a la profesión.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective was to analyze the perception of beginning teachers about participation in a mentoring program, seeking to understand the consequences for teaching activity. Eighteen open-ended responses from a mixed questionnaire were analyzed. In the organization and analysis of the data, the following categories were elaborated: initial expectations about the mentoring program; perceptions about the Hybrid Mentoring Program for teaching performance; reflective processes. In general, the analyzes revealed that the program was configured as a favorable scenario for the promotion of the professional development of beginning teachers. The perceptions of the beginners suggest that the dialogued and formative participation, built collaboratively with the mentors, gradually promoted autonomy to think about their pedagogical practices, reflect more critically on their performance, build specific knowledge about the profession, in addition to exercising their self-knowledge, suggesting their recognition and belonging in the profession.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[desenvolvimento profissional docente]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem da docência]]></kwd>
<kwd lng="pt"><![CDATA[Programa de Indução Docente]]></kwd>
<kwd lng="pt"><![CDATA[narrativas]]></kwd>
<kwd lng="es"><![CDATA[desarrollo profesional docente]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje de la enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Programa de Inducción Docente]]></kwd>
<kwd lng="es"><![CDATA[narrativas]]></kwd>
<kwd lng="en"><![CDATA[teacher professional development]]></kwd>
<kwd lng="en"><![CDATA[teaching learning]]></kwd>
<kwd lng="en"><![CDATA[Teacher Induction Program]]></kwd>
<kwd lng="en"><![CDATA[narratives]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[AMBROSETTI]]></surname>
<given-names><![CDATA[N. B.]]></given-names>
</name>
<name>
<surname><![CDATA[ALMEIDA]]></surname>
<given-names><![CDATA[P. C. A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Profissionalidade docente: uma análise a partir das relações constituintes entre os professores e a escola]]></article-title>
<source><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></source>
<year>2009</year>
<volume>90</volume>
<numero>226</numero>
<issue>226</issue>
<page-range>592-608</page-range><publisher-loc><![CDATA[Brasília, DF ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BORGES]]></surname>
<given-names><![CDATA[F. V. A]]></given-names>
</name>
</person-group>
<source><![CDATA[Os especialistas escolares no trabalho de mentoria: desafios e possibilidades]]></source>
<year>2017</year>
<publisher-loc><![CDATA[São Carlos ]]></publisher-loc>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação, Universidade Federal de São Carlos]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CRUZ]]></surname>
<given-names><![CDATA[G. B.]]></given-names>
</name>
<name>
<surname><![CDATA[FARIAS]]></surname>
<given-names><![CDATA[I. M. S.]]></given-names>
</name>
<name>
<surname><![CDATA[HOBOLD]]></surname>
<given-names><![CDATA[M. S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Indução profissional e o início do trabalho docente: debates e necessidades]]></article-title>
<source><![CDATA[Revista Eletrônica de Educação]]></source>
<year>2020</year>
<volume>14</volume>
<page-range>1-15</page-range><publisher-loc><![CDATA[São Carlos ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CUNHA]]></surname>
<given-names><![CDATA[M. I]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Conta-me agora! As narrativas como alternativas pedagógicas na pesquisa e no ensino]]></article-title>
<source><![CDATA[Revista da Faculdade de Educação]]></source>
<year>1997</year>
<volume>23</volume>
<numero>1-2</numero>
<issue>1-2</issue>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CYRINO]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[Do acolhimento ao acompanhamento compartilhado: a construção colaborativa de uma proposta para o estágio curricular no curso de pedagogia]]></source>
<year>2016</year>
<publisher-loc><![CDATA[Rio Claro ]]></publisher-loc>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação, Universidade Estadual Paulista Júlio de Mesquita Filho]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DEWEY]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[Como pensamos]]></source>
<year>1953</year>
<edition>2</edition>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Companhia Nacional]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GOODSON]]></surname>
<given-names><![CDATA[I. F]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El estudio de las vidas del profesorado: problemas y posibilidades]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[GOODSON]]></surname>
<given-names><![CDATA[I. F]]></given-names>
</name>
</person-group>
<source><![CDATA[Historias de vida del profesorado]]></source>
<year>2004</year>
<page-range>. 297</page-range><publisher-loc><![CDATA[Barcelona ]]></publisher-loc>
<publisher-name><![CDATA[Octaedro]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HUBERMAN]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[O ciclo de vida profissional dos professores]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[NÓVOA]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[Vidas de professores]]></source>
<year>2000</year>
<edition>2</edition>
<page-range>31-61</page-range><publisher-loc><![CDATA[Porto ]]></publisher-loc>
<publisher-name><![CDATA[Porto]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[IZA]]></surname>
<given-names><![CDATA[D. F. V.]]></given-names>
</name>
<name>
<surname><![CDATA[BENITES]]></surname>
<given-names><![CDATA[L. C.]]></given-names>
</name>
<name>
<surname><![CDATA[S. NETO]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[CYRINO]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[ANANIAS]]></surname>
<given-names><![CDATA[E. V.]]></given-names>
</name>
<name>
<surname><![CDATA[ARNOSTI]]></surname>
<given-names><![CDATA[R. P.]]></given-names>
</name>
<name>
<surname><![CDATA[SOUZA NETO]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Identidade docente: as várias faces da constituição do ser professor]]></article-title>
<source><![CDATA[Revista Eletrônica de Educação]]></source>
<year>2014</year>
<volume>8</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>273-92</page-range><publisher-loc><![CDATA[São Carlos ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LIMA]]></surname>
<given-names><![CDATA[E. F]]></given-names>
</name>
</person-group>
<source><![CDATA[Sobrevivências: no início da docência]]></source>
<year>2006</year>
<publisher-loc><![CDATA[Brasília, DF ]]></publisher-loc>
<publisher-name><![CDATA[Líber]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MARCELO]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A identidade docente: constantes e desafios]]></article-title>
<source><![CDATA[Formação Docente]]></source>
<year>2009</year>
<volume>1</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>109-31</page-range><publisher-loc><![CDATA[Belo Horizonte ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MARCELO]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Estudio sobre estrategias de inserción profesional em Europe]]></article-title>
<source><![CDATA[Revista Iberoamericana de Educación]]></source>
<year>1999</year>
<numero>19</numero>
<issue>19</issue>
<page-range>101-43</page-range><publisher-loc><![CDATA[Madrid ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MARCELO]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Investigaciones y experiencias: el primer año de enseñanza. Análisis del proceso de socialización de profesores principiantes]]></article-title>
<source><![CDATA[Revista de Educación]]></source>
<year>1993</year>
<numero>300</numero>
<issue>300</issue>
<page-range>225-77</page-range><publisher-loc><![CDATA[Madrid ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MARCELO]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[O professor iniciante, a prática pedagógica e o sentido da experiência]]></article-title>
<source><![CDATA[Formação Docente]]></source>
<year>2010</year>
<volume>2</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>11-49</page-range><publisher-loc><![CDATA[Belo Horizonte ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MARCELO]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[VAILLANT]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<source><![CDATA[Desarrollo profesional docente: ¿como se aprende a ensinar?]]></source>
<year>2009</year>
<publisher-loc><![CDATA[Madrid ]]></publisher-loc>
<publisher-name><![CDATA[Narcea]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MARCELO]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[VAILLANT]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Políticas y programas de inducción en la docencia en latinoamérica]]></article-title>
<source><![CDATA[Cadernos de Pesquisa]]></source>
<year>2017</year>
<volume>47</volume>
<numero>166</numero>
<issue>166</issue>
<page-range>1224-49</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MIZUKAMI]]></surname>
<given-names><![CDATA[M. G. N]]></given-names>
</name>
</person-group>
<source><![CDATA[Escola e aprendizagem da docência: processos de investigação e formação]]></source>
<year>2003</year>
<page-range>11-45</page-range><publisher-loc><![CDATA[São Carlos ]]></publisher-loc>
<publisher-name><![CDATA[Inep: UFSCar]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MOIR]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[BARLIN]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[GLESS]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[MILES]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Mentor professional development]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[MOIR]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[BARLIN]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[GLESS]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[MILES]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[New teacher mentoring: hopes and promise for improving teacher effectiveness]]></source>
<year>2009</year>
<page-range>51-81</page-range><publisher-loc><![CDATA[Cambridge ]]></publisher-loc>
<publisher-name><![CDATA[Harvard Education]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[OLIVEIRA]]></surname>
<given-names><![CDATA[R. M. M. A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Narrativas: contribuições para a formação de professores, para as práticas pedagógicas e para a pesquisa em educação]]></article-title>
<source><![CDATA[Revista Educação Pública]]></source>
<year>2011</year>
<volume>20</volume>
<numero>43</numero>
<issue>43</issue>
<page-range>289-305</page-range><publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[OLIVEIRA]]></surname>
<given-names><![CDATA[R. M. M. A.]]></given-names>
</name>
<name>
<surname><![CDATA[GAMA]]></surname>
<given-names><![CDATA[R. P]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Desenvolvimento profissional docente e narrativas em diferentes momentos da formação e atuação]]></article-title>
<source><![CDATA[Revista da Faeeba: Educação e Contemporaneidade]]></source>
<year>2014</year>
<volume>23</volume>
<numero>41</numero>
<issue>41</issue>
<page-range>205-19</page-range><publisher-loc><![CDATA[Salvador ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ORLAND-BARAK]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[When theory meets practice: student teachers&#8217; reflections on their classroom discourse]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year>2007</year>
<volume>23</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>857-69</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PAPI]]></surname>
<given-names><![CDATA[S. O. G.]]></given-names>
</name>
<name>
<surname><![CDATA[MARTINS]]></surname>
<given-names><![CDATA[P. L. O]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[As pesquisas sobre professores iniciantes: algumas aproximações]]></article-title>
<source><![CDATA[Educação em Revista]]></source>
<year>2010</year>
<volume>26</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>39-56</page-range><publisher-loc><![CDATA[Belo Horizonte ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PRÍNCIPE]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[ANDRÉ]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Condições de trabalho na fase de indução profissional dos professores]]></article-title>
<source><![CDATA[Currículo sem Fronteiras]]></source>
<year>2019</year>
<volume>19</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>60-80</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[REALI]]></surname>
<given-names><![CDATA[A. M. M. R.]]></given-names>
</name>
<name>
<surname><![CDATA[MASSETTO]]></surname>
<given-names><![CDATA[D. C.]]></given-names>
</name>
<name>
<surname><![CDATA[GOBATO]]></surname>
<given-names><![CDATA[P. G.]]></given-names>
</name>
<name>
<surname><![CDATA[BORGES]]></surname>
<given-names><![CDATA[F. V. A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A construção da identidade de uma mentora: o Programa de Formação Online de Mentores em foco]]></article-title>
<source><![CDATA[Práxis Educativa]]></source>
<year>2018</year>
<volume>13</volume>
<numero>2</numero>
<issue>2</issue>
<publisher-loc><![CDATA[Ponta Grossa ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[REALI]]></surname>
<given-names><![CDATA[A. M. M. R.]]></given-names>
</name>
<name>
<surname><![CDATA[REYES]]></surname>
<given-names><![CDATA[C. R]]></given-names>
</name>
</person-group>
<source><![CDATA[Reflexões sobre o fazer docente]]></source>
<year>2009</year>
<publisher-loc><![CDATA[São Carlos ]]></publisher-loc>
<publisher-name><![CDATA[UFSCar]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[REALI]]></surname>
<given-names><![CDATA[A. M. M. R.]]></given-names>
</name>
<name>
<surname><![CDATA[TANCREDI]]></surname>
<given-names><![CDATA[R. M. S. P.]]></given-names>
</name>
<name>
<surname><![CDATA[MIZUKAMI]]></surname>
<given-names><![CDATA[M. G. N]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Programa de mentoria online para professores iniciantes: fases de um processo]]></article-title>
<source><![CDATA[Cadernos de Pesquisa]]></source>
<year>2010</year>
<volume>40</volume>
<numero>140</numero>
<issue>140</issue>
<page-range>479-506</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[REALI]]></surname>
<given-names><![CDATA[A. M. M. R.]]></given-names>
</name>
<name>
<surname><![CDATA[TANCREDI]]></surname>
<given-names><![CDATA[R. M. S. P.]]></given-names>
</name>
<name>
<surname><![CDATA[MIZUKAMI]]></surname>
<given-names><![CDATA[M. G. N]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Programa de mentoria online: espaço para o desenvolvimento profissional de professoras iniciantes e experientes]]></article-title>
<source><![CDATA[Educação e Pesquisa]]></source>
<year>2008</year>
<volume>34</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>77-95</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[RODGERS]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Defining reflection: another look at John Dewey and reflective thinking]]></article-title>
<source><![CDATA[Teachers College Record]]></source>
<year>2002</year>
<volume>104</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>842-66</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ROSÁRIO]]></surname>
<given-names><![CDATA[P. S. L]]></given-names>
</name>
</person-group>
<source><![CDATA[Testas: Estudar o estudar]]></source>
<year>2004</year>
<publisher-loc><![CDATA[Portugal ]]></publisher-loc>
<publisher-name><![CDATA[Porto]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SANTOS]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Desenvolvimento profissional e reflexividade: um estudo longitudinal de percursos de formação]]></article-title>
<source><![CDATA[Colóquio do Museu Pedagógico]]></source>
<year>2009</year>
<volume>8</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>2061-75</page-range><publisher-loc><![CDATA[Candeias ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SCHÖN]]></surname>
<given-names><![CDATA[D. A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Formar professores como profissionais reflexivos]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[NÓVOA]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[Os professores e sua formação]]></source>
<year>1992</year>
<page-range>80-92</page-range><publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
<publisher-name><![CDATA[Dom Quixote]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SCHÖN]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<source><![CDATA[The reflective practitioner: how professional think in action]]></source>
<year>1983</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Basic Books]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SOUZA]]></surname>
<given-names><![CDATA[E. C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Diálogos cruzados sobre pesquisa (auto)biográfica: análise compreensivo-interpretativa e política de sentido]]></article-title>
<source><![CDATA[Educação]]></source>
<year>2014</year>
<volume>39</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>39-50</page-range><publisher-loc><![CDATA[Santa Maria ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[TARDIF]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[Saberes docentes e formação profissional]]></source>
<year>2002</year>
<publisher-loc><![CDATA[Petrópolis ]]></publisher-loc>
<publisher-name><![CDATA[Vozes]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[VAUGHAN]]></surname>
<given-names><![CDATA[N. D]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A blended community of inquiry approach: Linking student engagement and course redesign]]></article-title>
<source><![CDATA[The Internet and Higher Education]]></source>
<year>2010</year>
<volume>13</volume>
<numero>1-2</numero>
<issue>1-2</issue>
<page-range>60-5</page-range></nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ZEICHNER]]></surname>
<given-names><![CDATA[K. M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Uma análise crítica sobre a &#8220;reflexão&#8221; como conceito estruturante na formação docente]]></article-title>
<source><![CDATA[Educação &amp; Sociedade]]></source>
<year>2008</year>
<volume>29</volume>
<numero>103</numero>
<issue>103</issue>
<page-range>535-54</page-range><publisher-loc><![CDATA[Campinas ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
