Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-07-03T13:55:14Z No. of bitstreams: 1 IsabellaCeciliaReisSoaresDeMaria_DISSERT.pdf: 1292971 bytes, checksum: 686f7f8e13122a503152282e87f762d5 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-07-10T10:59:06Z (GMT) No. of bitstreams: 1 IsabellaCeciliaReisSoaresDeMaria_DISSERT.pdf: 1292971 bytes, checksum: 686f7f8e13122a503152282e87f762d5 (MD5) / Made available in DSpace on 2017-07-10T10:59:06Z (GMT). No. of bitstreams: 1 IsabellaCeciliaReisSoaresDeMaria_DISSERT.pdf: 1292971 bytes, checksum: 686f7f8e13122a503152282e87f762d5 (MD5) Previous issue date: 2016-07-29 / Estamos, h? mais de uma d?cada (2016), vivendo num novo mil?nio que nos traz aceleradas mudan?as sociais, pol?ticas, tecnol?gicas, entre outras. Tais mudan?as perpassam as sociedades contempor?neas de um mundo globalizado. No ?mbito da educa??o, muitas expectativas s?o postas no sistema educacional. Nesse cen?rio, a forma??o e o exerc?cio da doc?ncia se torna uma tarefa cada vez mais complexa e necess?ria para redefinir o papel da educa??o numa sociedade chamada do conhecimento. Aprender a ser professor e tornar-se professor, nesse mil?nio, requer aprofundar a compreens?o a respeito dessa ?rea, t?o estrat?gica, que envolve os sistemas de ensino, a escola e seus professores. O per?odo de inser??o dos professores na carreira docente, em especial na rede p?blica, tem se revelado como uma etapa complexa por esta quest?o estar na g?nese do processo de algu?m aprender a ser professor. Esses primeiros anos s?o considerados prof?cuos para o desenvolvimento dos professores como pode ser conferido nos argumentos dos pesquisadores que se apoiam no referencial da profissionaliza??o do trabalho docente, tendo como representantes: Marcelo Garcia (1999), Gauthier (1998); Ramalho, Nu?ez e Gauthier (2004); Cortez (2003), N?voa (1997), Garc?a (1999), Day (2001), Hubermam (1995), Veeman (1984), Can?rio (2001) entre outros. O presente estudo, apoiado nos nos autores acima citados, tem como objetivo investigar a inser??o e o desenvolvimento de professores no sistema de ensino do RN, cujo foco s?o os tr?s anos do per?odo probat?rio, regulado pela Lei 322/2006. Envolveu professores que estavam estreando na doc?ncia e outros que, tendo experi?ncias de sala de aula de outros contextos, eram iniciantes na rede estadual de ensino. Para tanto, buscamos tra?ar o perfil s?cio demogr?fico desses professores; identificar as percep??es e viv?ncias que marcaram o ingresso deles na rede, as principais a??es desenvolvidas, a repercuss?o das mesmas e aspectos que foram conformando o desenvolvimento profissional. Ap?s a defini??o de uma amostra estat?stica, a pesquisa selecionou 84 professores aprovados no concurso realizado em 2011 para o cargo de professor das s?ries iniciais, convocados e nomeados em 2012 e lotados na 1? Dired (Natal). ? luz de procedimentos explorat?rios e descritivos, analisamos um conjunto de dados apoiados nas abordagens qualitativa e quantitativa da pesquisa em educa??o. Para recolha das informa??es utilizamos question?rio com perguntas fechadas e abertas. Os dados coletados foram sistematizados com o aux?lio do Software Modalisa (vers?o 6.0) e para a an?lise destes recorremos ? An?lise de Conte?do (BARDIN, 1977) e aos recursos da estat?stica descritiva. Os resultados evidenciam que, diferentemente do que ? revelado em outros estudos, o ingresso dos docentes nas escolas da rede estadual n?o foi t?o traum?tico. Foi marcado por sentimentos muito mais positivos que negativos, tendo proporcionado a eles descobertas e aprendizagens, al?m de importante protagonismo dos docentes nas atividades que deveriam estar sendo assumidas, formalmente, pela SEEC e compartilhada com as escolas e respectivas inst?ncias de gest?o. / We are more than a decade (2016) living in a new millennium brings us rapid social, political, technological changes, among others. Such changes pervade contemporary societies in a globalized world. In education, high expectations are placed on the educational system. In this scenario, the teaching exercise becomes an increasingly complex and necessary task to redefine the role of education in a society called knowledge. Learning to be a teacher and become a teacher, in this millennium, it requires a deeper understanding about this as strategic area that involves the education systems, the school and its teachers. The insertion period of teachers in the teaching profession, particularly in public has been revealed as a complex step to be concerned the process of learning to be a teacher. These early years are considered profitable for the development of teachers. As can be seen in the arguments of researchers who are supported in the framework of the professionalization of teachers having as representative: Marcelo Garcia (1999), Gauthier (1998); Ramalho, Nu?ez and Gauthier (2004); Cortez (2003), Novoa (1997), Garcia (1999), Day (2001), Hubermam (1995), Veeman (1984) Canary (2001) among others. The present study aims to investigate the integration and development of teachers in the education system of the newborn, whose focus on tr?sanos the probationary period, regulated by Complementary Law No. 322 of 11/01/2006. Involved teachers who were debuting in teaching and others, and classroom experiences from other contexts were beginners in state schools. Therefore, we seek to profile demographic partner of these teachers; identify the perceptions and experiences that have marked their entry into the network, the main actions developed, the impact thereof and aspects that were shaping professional development. After the definition of a statistical sample, the survey selected 84 teachers passed the competition held in 2011 for the post of professor of early grades, called and named in 2012, crowded the 1st Dired. In light of exploratory and descriptive procedures , we analyze a set of data supported the qualitative and quantitative approaches to research in education . To collect the information used a questionnaire with closed and open questions. The data collected were organized with the help of Software Modalisa (6.0 ) and for the analysis of these supported the resort to content analysis ( Bardin, 1977) and descriptive statistics . The results show that , contrary to what is revealed in other studies , the entry of teachers in the state public schools was not as traumatic. It was marked by much more positive feelings than negative , having provided the findings and learning teachers , and their important role in the activities that should be being shared with instances of SEEC and school management.