<?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>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982018000100081</article-id>
<article-id pub-id-type="doi">10.1590/0102-4698184028</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O HÍBRIDO ENERGIA ENUNCIADO POR PROFESSORES DE FÍSICA E BIOLOGIA EM FORMAÇÃO INICIAL]]></article-title>
<article-title xml:lang="en"><![CDATA[THE HYBRID ENERGY ENUNCIATED BY PHYSICS AND BIOLOGY TEACHERS IN INITIAL TRAINING]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Crepalde]]></surname>
<given-names><![CDATA[Rodrigo dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aguiar Jr]]></surname>
<given-names><![CDATA[Orlando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Triângulo Mineiro Departamento de Educação em Ciências, Matemática e Tecnologias ]]></institution>
<addr-line><![CDATA[Uberaba MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Minas Gerais Faculdade de Educação ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<volume>34</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982018000100081&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982018000100081&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982018000100081&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Apoiados em Bakhtin, partimos da premissa de que, na vida social, os discursos são constituídos por diferentes vozes e por diferentes linguagens sociais e que essas vozes muitas vezes se fundem, se intercalam ou são imbricadas em enunciados híbridos. Neste trabalho, procuramos compreender o processo de construção de enunciados híbridos no desenvolvimento do conceito energia e suas implicações para o ensino e aprendizagem de ciências. Analisamos interações verbais produzidas em grupos focais conduzidos pela problematização do conceito científico e cotidiano de energia por parte de licenciandos em Física e Ciências Biológicas, bolsistas do PIBID. Nas interações produzidas, observamos a bivocalização de discursos por meio da construção de híbridos orgânicos e intencionais. A compreensão dos híbridos tem o potencial de indicar a apropriação ativa e responsiva do discurso científico, o que raramente é percebido nos processos de ensinar e aprender ciências. Por fim, a partir dos resultados da pesquisa, esboçamos algumas reflexões sobre o currículo de ciências.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Supported by Bakhtin, we start from the premise that, in social life, discourses are made of different voices and different social languages and that these voices often merge, intersect, or are embedded, in hybrid enunciations. The goal of this paper is to understand the process of enunciating hybrid statements for the development of energy concept and its implications for teaching and learning sciences. We analyzed verbal interactions produced in focus groups conducted by questioning both scientific and daily concepts of &#8220;energy&#8221;, by student teachers in Physics and Biological Sciences, PIBID scholarship holders. In the interactions, we observed bivocalization of discourses through the construction of both organic and intentional hybrids. Understanding hybrid enunciations has the potential to indicate active and responsive appropriation of scientific discourse, which is rarely perceived in the processes of teaching and learning sciences. Finally, from the results, we outline some reflections on the sciences curriculum.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Enunciados híbridos]]></kwd>
<kwd lng="pt"><![CDATA[Dialogismo]]></kwd>
<kwd lng="pt"><![CDATA[Conceitos cotidianos e científicos]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de energia]]></kwd>
<kwd lng="en"><![CDATA[Hybrid utterances]]></kwd>
<kwd lng="en"><![CDATA[Dialogism]]></kwd>
<kwd lng="en"><![CDATA[Everyday and scientific concepts]]></kwd>
<kwd lng="en"><![CDATA[Teaching of energy]]></kwd>
</kwd-group>
</article-meta>
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