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The beginning of the career is a complex period in which the teacher begins to build his professional identity. The process of professional insertion requires a lot of care in order to meet and meet the needs of this stage. This qualitative and quantitative study sought to understand how 157 beginning teachers of Early Childhood Education and Elementary School in a municipal school network in the interior of Sao Paulo perceive the actions taken in the process of professional insertion as well as their needs during this period. The results made it possible to identify that their experiences have become suggestions for measures that can contribute to the improvement of teaching practice and the implementation of public policies for the professional insertion of beginning teachers.

A inserção profissional sob o olhar dos professores iniciantes: possibilidades de implantação de políticas públicas