This qualitative research pretends to analyze some formative episodes of the trajectory of two beginning teachers that work in elementary school and are participants in a mentoring program, seeking to identify elements of the context of the beginning of their career, tensions experienced and learning. In the program in question, an experienced teacher (mentor) helps the beginning teachers to enlarge their knowledge base for teaching, to found new professional practices and to deal with tensions experienced at the beginning of their career. The guiding framework that supports this investigativo is based on studies related to the professional development of teachers, especially the beginning of teaching, defended by authors like: Novoa (2019), Mizukami; Reali (2019), Huberman (2000), Marcelo (2002), and others. The data were obtained from reflexive diaries elaborated by the beginners teachers in the mentoring, their narrative registers of situations that occurred during classroom and their posting in discussion forums. From a descriptive-analytical perspective, it was possible to track tensions and learning that involved their initial professional development path. The results of the research claims that the efficiency of the induction programs, once evidence some indispensable facts about the teacher development process: monitoring these professionals at the beginning of their careers alleviates tensions, conditions for new perspectives, provides paradigms break and amplifies their teoriocal repertory/methods as a teachers. Thus, the mentoring can be seen by an opportunity and a systematic planned experience, with the objective of proposing for the beginner teachers to involve themselves in a questionable movement of living situation about the teachers work and their classroom planning to overcome the tension.
