“…In this sense, with the dissemination of the results of this program, I intend to provide data that stimulate the expansion of the initiation programs offered, perhaps transforming them into public policies that promote better teacher education, revaluing existing programs and promoting the expansion of the number of actions, beneficiaries and funding, encouraging the beginning of the career in a motivating, creative, reflective, researching and effective way, reducing demotivation and the shock ofreality that the beginning teacher faces (as several authors point out, such as: OECD, 2006;Lapo and Bueno, 2003;Britton et al, 1999;Cruz et al, 1988;Alves, 1997;Huberman, 2000;Silva, 1997), the "teaching malaise" (see Esteve, 1992;Rabelo, 2010), the abandonment and departure of young professionals from the teaching career, which may have general consequences for education (according to academic consensus on the subject, see for example Veenmann, 1984;Britton et al, 1999;Marcelo, 1999;Martins, 2008, 2019;Gallego-Dominguez et al, 2019;Shanks, 2019;Corrêa and Portella, 2012;Cardoso and Ferreira , 2008;Príncepe and André, 2019;Lima, 2004;Nono and Mizukami, 2006;Mizukami and Reali, 2019;Zeichner, 2010;Zeichner, 2019), reducing problems in education, such as truancy, among others. I consider that this program has contributed a lot to my teaching and academic professional development, as I was able to apply the research I carried out earlier in the effective implementation of a professional induction program that I believe has had excellent results, as I have previously demonstrated, being a highly viable and inexpensive model.…”