<?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>S1981-81062012000200009</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Produção de narrativas reflexivas por licenciandos em química como modo de construção da aprendizagem docente]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zanon]]></surname>
<given-names><![CDATA[Dulcimeire Ap. Volante]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A09">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></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>127</fpage>
<lpage>143</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062012000200009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062012000200009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062012000200009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O objetivo deste trabalho consistiu em analisar narrativas reflexivas produzidas por estagiários de um curso de licenciatura em Química, a partir de atividades planejadas e executadas em escolas públicas de Ensino Médio. Pretendeu-se, com o uso das narrativas, propiciar a cada licenciando a oportunidade de repensar suas práticas e concepções e avaliar seu desempenho profissional, além de se engajar em um processo de busca pessoal. Nesse contexto, o estágio é concebido como um espaço privilegiado de ação, reflexão e desenvolvimento profissional. As narrativas foram construídas pelos estagiários e analisadas pela pesquisadora, de acordo com uma vertente crítica adaptada do ciclo reflexivo. As vozes dos sujeitos, tratadas sob a forma de episódios narrativos, permitiram comunicar os sentidos atribuídos por eles ao refletirem sobre a complexidade da realidade vivida. Assim, foi possível identificar categorias que revelaram a aprendizagem da docência, ou seja, a produção de narrativas permitiu ao estagiário refletir sobre todas as etapas das atividades desenvolvidas, desde o confronto do plano de aula com as ações ocorridas em sala, até o desenvolvimento do estado de alerta diante de determinadas situações.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The objective of this study was to analyze the reflective narratives produced by trainees of an undergraduate course in Chemistry, from the activities planned and carried out in public high school. It was intended, through the use of narratives, to provide the undergraduate students with opportunities to rethink the teaching practices and concepts and, also, evaluate their professional performance engaging them in a process of personal search. In this context, the training program is designed as a special area of action, reflection and professional development. The narratives were produced by the trainees and analyzed by the researcher, according to a critical trend adapted from the reflective cycle. The voices of the subjects, shown in the form of episodes, allowed the trainees to convey the meanings attributed by them when reflecting on the complexity of the reality. Thus it was possible to identify categories that showed the learning of teaching, i.e., the production of narratives allowed the trainee to reflect on all phases through the development of the activities, from the confrontation of the lesson plan with the actions that occurred in the classroom to the awareness raising when facing certain situations.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de Professores de Química]]></kwd>
<kwd lng="pt"><![CDATA[Narrativas Reflexivas]]></kwd>
<kwd lng="pt"><![CDATA[Estágio de Docência]]></kwd>
<kwd lng="en"><![CDATA[Chemistry Teacher Education]]></kwd>
<kwd lng="en"><![CDATA[Reflective Narratives]]></kwd>
<kwd lng="en"><![CDATA[Teaching Training Period]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[   <h2><font face="Arial, Helvetica, sans-serif">Produ&ccedil;&atilde;o  de narrativas reflexivas por licenciandos em qu&iacute;mica como modo de constru&ccedil;&atilde;o da  aprendizagem docente.</font></h2>  <h3><font face="Arial, Helvetica, sans-serif">Production of reflective narratives by undergraduates  in chemistry as a means to promote teaching education.</font></h3> <font face="Arial, Helvetica, sans-serif">     <p>&nbsp;</p> <h4>Dulcimeire  Ap. Volante Zanon    <br> </h4> </font>      ]]></body><back>
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