<?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>2176-6681</journal-id>
<journal-title><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></journal-title>
<abbrev-journal-title><![CDATA[R. Bras. Est. Pedag.]]></abbrev-journal-title>
<issn>2176-6681</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2176-66812010000100007</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Uma abordagem piagetiana para o planejamento do ensino de Física em cursos técnicos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho Júnior]]></surname>
<given-names><![CDATA[Gabriel de Dias]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A07">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2010</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2010</year>
</pub-date>
<volume>91</volume>
<numero>227</numero>
<fpage>105</fpage>
<lpage>121</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812010000100007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812010000100007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812010000100007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Tem como objetivo apresentar a Teoria dos Campos Conceituais de Gérard Vergnaud como instrumento para o planejamento e para a análise das atividades de intervenção didática em aulas de Física. A abordagem, com inspirações piagetianas, tem como foco a detecção e correção dos modelos explicativos dos estudantes. São apresentados alguns dos resultados preliminares dessa forma de intervenção didática e discutidas suas implicações na melhoria dos índices de aprovação em Física e, consequentemente, na inclusão social dos estudantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The article presents the Conceptual Fields Theory of Gérard Vergnaud as a tool for planning and analyzing didactic intervention activities in physics classes. The approach, with an inspiration based on Piaget, focuses on the detection and correction of the explanatory models made by the students. We present some preliminary results of this form of didactic intervention and discuss its impacts on approval rates in physics and, therefore, on students’ social inclusion.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Campos Conceituais]]></kwd>
<kwd lng="pt"><![CDATA[Planejamento do Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento Cognitivo]]></kwd>
<kwd lng="en"><![CDATA[Conceptual Fields Theory]]></kwd>
<kwd lng="en"><![CDATA[Education Planning]]></kwd>
<kwd lng="en"><![CDATA[Cognitive Development]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Uma abordagem piagetiana  para o planejamento do ensino de F&iacute;sica em cursos t&eacute;cnicos.</h2> <h3>A piagetian approach to the planning of physics classes in technical  courses.</h3>     <p>&nbsp;</p> <h4>Gabriel de Dias Carvalho  J&uacute;nior    <br> </h4> </font>      ]]></body><back>
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