<?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>S1981-81062012000200008</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Química e literatura na formação de professores]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pinto Neto]]></surname>
<given-names><![CDATA[Pedro da Cunha]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A08">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></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>114</fpage>
<lpage>127</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062012000200008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062012000200008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062012000200008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O texto apresenta uma reflexão sobre a formação de professores de química em suas múltiplas dimensões, e o papel das representações sobre a química e a atividade do químico nesta formação. Aborda os processos de difusão dos saberes e das representações sobre a química, tomando como referência a produção literária, especialmente os textos que fazem da química seu tema de fabulação e, do químico, suas personagens. Finalmente, são apresentadas, como exemplos, duas importantes obras literárias do século XIX, mostrando como alguns estereótipos do químico são constituídos e se estabelecem como modelos para representá-lo, especialmente quando se toma a química como uma “ciência de loucos”.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This paper is focused on teacher training in chemistry and its multiple dimensions as well as the role played by the representations of chemistry and chemists in influencing their training. The intention here is to develop some ideas related to the diffusion of scientific knowledge and the representations in the chemistry field, considering the literary creation as reference, especially texts where chemistry and chemists appear as elements of confabulation. Finally, there are two examples inspired by some important works published in the nineteenth century, that show us how some stereotypes related to chemists have been developed, how they influence the representations of chemists and why chemistry has been seen as a “mad science”.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Química e Literatura]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Representações]]></kwd>
<kwd lng="en"><![CDATA[Chemistry and Literature]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Representations]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Qu&iacute;mica  e literatura na forma&ccedil;&atilde;o de professores.</h2> <h3>Chemistry and literature in teacher training.</h3>     <p>&nbsp;</p> <h4>Pedro  da Cunha Pinto Neto    <br> </h4> </font>      ]]></body><back>
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</back>
</article>
