<?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>1983-2117</journal-id>
<journal-title><![CDATA[Ensaio Pesquisa em Educação em Ciências]]></journal-title>
<abbrev-journal-title><![CDATA[Ens. Pesqui. Educ. Ciênc.]]></abbrev-journal-title>
<issn>1983-2117</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-21172004000100009</article-id>
<article-id pub-id-type="doi">10.1590/1983-2117200406109</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Crise, mudança e intermediário: o papel do professor de ciências na constituição das relações intersubjetivas em um grupo de professores]]></article-title>
<article-title xml:lang="en"><![CDATA[Crisis, change and the intermediary: the role of the science teacher in the establishment of intersubjective relationships in a group of teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valadares]]></surname>
<given-names><![CDATA[Juarez Melgaço]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villani]]></surname>
<given-names><![CDATA[Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo Faculdade de Educação Programa de Pós-Graduação]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo Instituto de Física ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2004</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2004</year>
</pub-date>
<volume>6</volume>
<numero>1</numero>
<fpage>9</fpage>
<lpage>23</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172004000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172004000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172004000100009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO:  A elabora&#231;&#227;o e sustenta&#231;&#227;o de projetos coletivos sup&#245;em a inscri&#231;&#227;o do sujeito em um contrato normativo do qual ele &#233; um elo e ao qual se submete. Tal contrato &#233; articulador de sua vida ps&#237;quica no grupo e na institui&#231;&#227;o, e garante a continuidade dos projetos educativos. Nesse trabalho, analisaremos o papel de uma professora de ci&#234;ncias no desenvolvimento das rela&#231;&#245;es intersubjetivas de um grupo de professores de uma escola. Focalizaremos um deslocamento dos v&#237;nculos estabelecidos em fun&#231;&#227;o de uma elabora&#231;&#227;o simb&#243;lica propositiva da professora e, a seguir, a sua sa&#237;da do grupo. Para responder &#224; quest&#227;o formulada faremos uma triangula&#231;&#227;o entre dados colhidos de entrevistas, relatos e documentos, e em conceitos da teoria psicanal&#237;tica de Ren&#233; Ka&#235;s. Mostraremos a import&#226;ncia do conceito de intermedi&#225;rio como analisador de grande heur&#237;stica, possibilitando encontrar marcas que permitem ao sujeito reconhecer-se e ser reconhecido como sujeito do grupo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT:  The elaboration of and support for collective projects implies in subject&#8217;s agreement with a normative contract. This contract articulates one&#8217;s psychic life in the group and in the institution, as well as guarantees the continuity of educational projects. In this work, we analyze the role of a science teacher in the development of intersubjective relationships of a group of teachers from the same school. We will focus on the shift of bonds that were established through propositive symbolic elaboration from that teacher, who ended up leaving the group. Data from diverse sources was triangulated and examined through the lens of concepts from Ren&#233; Ka&#235;s&#8217; psychoanalytic theory. We show the importance of the concept &#8220;intermediary&#8221; for analysis, permitting one to identify the signs that make it possible for the subject to recognize him/herself and to be recognized as a member of the group.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Comunidade de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Projeto Pedagógico]]></kwd>
<kwd lng="pt"><![CDATA[Psicanálise e Educação]]></kwd>
<kwd lng="en"><![CDATA[Teacher Community]]></kwd>
<kwd lng="en"><![CDATA[Psychoanalyze and Education]]></kwd>
<kwd lng="en"><![CDATA[Pedagogic Project]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="">
<source><![CDATA[]]></source>
<year></year>
</nlm-citation>
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</ref-list>
</back>
</article>
