<?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>S1983-21172011000300031</article-id>
<article-id pub-id-type="doi">10.1590/1983-2117201113331</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Algumas implicações do trabalho coletivo na formação continuada de professores]]></article-title>
<article-title xml:lang="en"><![CDATA[Some implications of group work to continued formation of teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Elifas Levi da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pacca]]></surname>
<given-names><![CDATA[Jesuina Lopes de Almeida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo Instituto de Física ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2011</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2011</year>
</pub-date>
<volume>13</volume>
<numero>3</numero>
<fpage>31</fpage>
<lpage>49</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172011000300031&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172011000300031&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172011000300031&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO:  Neste estudo procuramos por implica&#231;&#245;es decorrentes do trabalho coletivo, para a forma&#231;&#227;o continuada de professores de F&#237;sica. Nossas informa&#231;&#245;es prov&#234;m da observa&#231;&#227;o participante e da grava&#231;&#227;o em &#225;udio do trabalho de um grupo de professores que atuam na rede p&#250;blica estadual de S&#227;o Paulo. No trabalho, as categorias anal&#237;ticas explicitam as inten&#231;&#245;es do que se fala, evidenciando, no discurso, posicionamentos de lideran&#231;a e esclarecimentos entre outros, que s&#227;o os argumentos da negocia&#231;&#227;o, e que buscam organizar, dirigir e definir o que se faz e o como se faz no grupo. O objetivo &#233; conhecer os fatores que influenciam a eventual mudan&#231;a conceitual do professor acerca do ensinar e da pr&#225;tica na sala de aula. Os resultados mostram que o trabalho em grupo favorece a autonomia do professor e as compet&#234;ncias para conduzir o processo de aprendizagem, tais como enfrentar situa&#231;&#245;es inesperadas, valorizar a express&#227;o dos alunos, avaliar continuamente a aprendizagem e reformular seu planejamento, incluindo atividades novas, e, principalmente, desenvolver o esp&#237;rito cr&#237;tico para tomar decis&#245;es adequadas com crit&#233;rios pertinentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT:  In this study we searched for professional qualities resulting from working in a group. Our information comes from participating observation and audio recordings of group work meetings. Analytical categories express the intentions behind the speech, showing leadership attitudes (among others). These attitudes are arguments for negotiation that aim to organize, direct and define what to do and how to do it in the group. The goal of this study is to understand the factors that influence eventual conceptual changes about teaching and classroom work by teachers. The results show that group work encourages teacher autonomy and skills to lead the learning process, such as facing unexpected situations, appraising student manifestation, constantly evaluating the learning process and reformulating its planning, including new activities. And, above all, developing the critical thinking to make right decisions using appropriate criteria.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Formação Continuada]]></kwd>
<kwd lng="pt"><![CDATA[Trabalho Coletivo]]></kwd>
<kwd lng="pt"><![CDATA[Planejamento do Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Negociação]]></kwd>
<kwd lng="en"><![CDATA[Teacher Formation]]></kwd>
<kwd lng="en"><![CDATA[Continued Formation]]></kwd>
<kwd lng="en"><![CDATA[Group Work]]></kwd>
<kwd lng="en"><![CDATA[Education Planning]]></kwd>
<kwd lng="en"><![CDATA[Negotiation]]></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>
