<?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>S1983-21172015000200372</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172015170205</article-id>
<title-group>
<article-title xml:lang=""><![CDATA[1]]></article-title>
<article-title xml:lang=""><![CDATA[2]]></article-title>
<article-title xml:lang="pt"><![CDATA[CURR&#205;CULO TEM&#193;TICO FUNDAMENTADO EM FREIRE-CTS: ENGAJAMENTO DE PROFESSORES DE F&#205;SICA EM FORMA&#199;&#195;O INICIAL ]]></article-title>
<article-title xml:lang="en"><![CDATA[THEMATIC CURRICULUM BASED ON FREIRE-STS: ENGAGEMENT OF PHYSICS TEACHERS IN INITIAL TRAINING]]></article-title>
<article-title xml:lang="es"><![CDATA[CURRÍCULO TEMÁTICO FUNDAMENTADO EN FREIRE-CTS: ENGAJAMIENTO DE MAESTROS DE FÍSICA EN FORMACIÓN INICIAL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Roso]]></surname>
<given-names><![CDATA[Caetano Castro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Rosemar Ayres dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosa]]></surname>
<given-names><![CDATA[Suiane Ewerling da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Auler]]></surname>
<given-names><![CDATA[Décio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis Santa Catarina]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal da Fronteira Sul  ]]></institution>
<addr-line><![CDATA[Capecó Santa Catarina]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Federal da Bahia  ]]></institution>
<addr-line><![CDATA[Salvador Bahia]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[Camobi Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2015</year>
</pub-date>
<volume>17</volume>
<numero>2</numero>
<fpage>372</fpage>
<lpage>389</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172015000200372&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172015000200372&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172015000200372&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este trabalho resultou da reflex&#227;o sobre viv&#234;ncia de professores (as) de f&#237;sica, em forma&#231;&#227;o inicial, com a abordagem tem&#225;tica fundamentada em Freire-CTS. Buscamos responder &#224; pergunta: como professores (as) em forma&#231;&#227;o inicial posicionam-se frente &#224; possibilidade de realizar encaminhamentos curriculares pautados pela abordagem tem&#225;tica durante seu est&#225;gio curricular e/ou no decorrer da sua atua&#231;&#227;o profissional? Utilizamos a An&#225;lise Textual Discursiva para analisar question&#225;rios respondidos por esses professores (as) ao final do trabalho. Como resultados, identificamos tr&#234;s categorias articuladas ao curr&#237;culo: (i) da fragmenta&#231;&#227;o disciplinar &#224; interdisciplinaridade, (ii) temas da realidade dos estudantes como ponto de partida e (iii) abordagem tem&#225;tica: reconfigura&#231;&#227;o curricular ou nova metodologia? Ao final, sinalizamos desafios e potencialidades de curr&#237;culos tem&#225;ticos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This work resulted from reflection about physics teachers' experience in initial training, with the thematic approach based on Freire-STS (Paulo Freire's Science - Technology - Society). We seek to answer the question: How teachers in initial training place themselves front of the possibility of performing curricular referrals guided by the thematic approach during his/hers traineeship and/or in the course of their professional practice? We use the Discursive Textual Analysis to analyze questionnaires answered by those teachers at the end of the work. We identified three categories articulated to the curriculum as a result: (i) from the disciplinary fragmentation to the interdisciplinarity, (ii) issues of students' reality as a starting point, and (iii) thematic approach: curricular reconfiguration or new methodology? At the end, we signaled potentialities and challenges of thematic curriculum.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Este trabajo resulta de la reflexi&#243;n acerca de la vivencia de maestros de f&#237;sica en formaci&#243;n inicial, con abordaje tem&#225;tico fundamentado en Freire-CTS (Ciencia-Tecnolog&#237;a-Sociedad). Buscamos contestar a la pregunta: &#191;C&#243;mo maestros y maestras en formaci&#243;n inicial se posicionan frente a la posibilidad de realizar referencias curriculares alineadas por el abordaje tem&#225;tico durante su pasant&#237;a curricular y/o a lo largo de su actuaci&#243;n profesional? Utilizamos el An&#225;lisis Textual Discursivo para analizar cuestionarios respondidos por eses maestros y maestras al final del trabajo. Como resultados, identificamos tres categorias articuladas al curr&#237;culo: (i) de la fragmentaci&#243;n disciplinaria a la interdisciplinaridad, (ii) temas de la realidad de los estudiantes como punto de partida y (iii) abordaje tem&#225;tico: &#191;reconfiguraci&#243;n curricular o nueva metodolog&#237;a? Al final, se&#241;alamos desaf&#237;os y posibilidades de curr&#237;culos tem&#225;ticos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo Temático]]></kwd>
<kwd lng="pt"><![CDATA[Freire-CTS]]></kwd>
<kwd lng="pt"><![CDATA[Professores de física em formação inicial.]]></kwd>
<kwd lng="en"><![CDATA[Thematic Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Freire-STS]]></kwd>
<kwd lng="en"><![CDATA[Physics Teachers in Initial Training.]]></kwd>
<kwd lng="es"><![CDATA[Currículo temático. Freire-CTS]]></kwd>
<kwd lng="es"><![CDATA[Maestros de Física en Formación Inicial]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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