<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062012000200002</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[História, filosofia, ensino de ciências e formação de professores: desafios, obstáculos e possibilidades]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[André Ferrer P.]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A02">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2012</year>
</pub-date>
<volume>22</volume>
<numero>40</numero>
<fpage>05</fpage>
<lpage>25</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062012000200002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062012000200002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062012000200002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[A História e a Filosofia da Ciência (HFC) conquistaram um papel de destaque no campo do Ensino de Ciências Naturais. Entretanto, persistem dificuldades quanto ao uso de elementos históricos e filosóficos no ensino e na formação de professores de ciências. Este trabalho focaliza essa temática e está dividido em duas partes. Na primeira, fazemos um breve resgate de dois estudos empíricos. Um deles foi conduzido com professores e futuros professores de Física e aponta a natureza de alguns dos reais obstáculos ao uso da HFC para fins didáticos. O outro procurou realizar uma análise comparativa entre disciplinas de natureza histórico-filosófica em dois cursos de licenciatura. Na segunda parte deste trabalho, argumentamos que um caminho possível para superar algumas das dificuldades relativas à inserção da HFC no ensino é o trabalho com “episódios” que promovam discussões relevantes sobre a natureza da ciência. Reportamos a dinâmica de um curso de extensão endereçado a professores de Física do ensino médio de escolas públicas de Natal (RN), voltado à discussão de dois episódios da história da mecânica. Nossas conclusões sinalizam para um cenário complexo de problemas a serem enfrentados no trabalho com a HFC no ensino e na formação de professores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The History and Philosophy of Science (HPS) achieved a prominent role in the field of Science Teaching. However, difficulties remain concerning the use of historical and philosophical elements in teaching and science teachers´ education. The present study addresses this theme and it is divided into two parts. At first, we make a brief review of two empirical studies. One study was conducted with teachers and future teachers of Physics, and it indicates the nature of the obstacles currently encountered to the use of HPS for didactic purposes. The other study sought to carry out a comparative analysis between historical-philosophical disciplines in two teacher education undergraduate courses. In the second part of this work, we argue that a possible way to overcome some difficulties regarding the inclusion of HPS in teaching is working with "episodes" that promote meaningful discussions about the nature of science. We report the dynamics of a course addressed to high school physics teachers in the city of Natal (RN), dedicated to the discussion of two episodes from the history of mechanics. Our findings point to a complex scenario of problems to be faced in working with HPS in teaching and teacher education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[História da Ciência]]></kwd>
<kwd lng="pt"><![CDATA[Filosofia da Ciência]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="en"><![CDATA[History of Science]]></kwd>
<kwd lng="en"><![CDATA[Philosophy of Science]]></kwd>
<kwd lng="en"><![CDATA[Teacher Education]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Hist&oacute;ria,  filosofia, ensino de ci&ecirc;ncias e forma&ccedil;&atilde;o de professores: desafios, obst&aacute;culos e  possibilidades.</h2> <h3>History, philosophy, science teaching and teacher  education: challenges, obstacles and possibilities.</h3>     <p>&nbsp;</p> <h4>Andr&eacute;  Ferrer P. Martins    <br> </h4> </font>      ]]></body><back>
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