<?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>0104-4036</journal-id>
<journal-title><![CDATA[Ensaio: Avaliação e Políticas Públicas em Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ensaio: aval. pol. públ. educ.]]></abbrev-journal-title>
<issn>0104-4036</issn>
<publisher>
<publisher-name><![CDATA[Fundação CESGRANRIO]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40362012000100008</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A recuperação paralela no ensino de física: o que pensa o professor?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dutra]]></surname>
<given-names><![CDATA[Glênon]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Maria Inês]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A08">
<institution><![CDATA[,Universidade Federal do Recôncavo da Bahia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A08">
<institution><![CDATA[,Pontifícia Universidade Católica de Minas Gerais  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2012</year>
</pub-date>
<volume>20</volume>
<numero>74</numero>
<fpage>135</fpage>
<lpage>163</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362012000100008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362012000100008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362012000100008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Neste artigo procuramos apresentar a evolução da prática de estudos de recuperação no sistema escolar brasileiro focando a prática desses estudos em Minas Gerais, principalmente em Belo Horizonte. Além disso, corroborado por uma pesquisa feita com professores de Física de Minas Gerais apresentamos alguns questionamentos a respeito da eficácia da recuperação paralela praticada na maioria das escolas do município. Observamos certa semelhança entre a prática atual da recuperação paralela e o antigo sistema de segunda época. Indicariam esses resultados certa descrença por parte do professor de Física no que diz respeito à eficácia da recuperação?]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[In this paper we aim to present the evolution of the practice of parallel recovery studies in the Brazilian school system focusing on Minas Gerais, particularly in Belo Horizonte. Moreover, corroborated by a Physics teachers' research carried out in Minas Gerais, we present some questions concerning the effectiveness of parallel recovery as it is practiced in most municipal schools. We observe certain similarities between the current practices of parallel recovery and the old system called "second opportunity exam". Would these results indicate a certain disbelief by the teacher of Physics with regard to the effectiveness of parallel recovery?]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[En este artículo se busca presentar la evolución de la práctica de estudios de recuperación en el sistema escolar brasileño centralizando su práctica en Minas Gerais, principalmente en Belo Horizonte. Confirmado por una investigación hecha con profesores de Física de Minas Gerais se presentan algunos planteos sobre la eficacia de la recuperación paralela tal como se la practica en la mayoría de las escuelas del municipio. Se observa una cierta semejanza entre la práctica actual de la recuperación paralela y el antiguo sistema de segunda época escolar. ¿Tales resultados significarían una cierta falta de fe, por parte del profesor de Física, en la eficacia de la recuperación?]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Recuperação Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Recuperação Paralela]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Física]]></kwd>
<kwd lng="en"><![CDATA[School Recovery]]></kwd>
<kwd lng="pt"><![CDATA[Parallel Recovery]]></kwd>
<kwd lng="pt"><![CDATA[The Teaching of Physics]]></kwd>
<kwd lng="en"><![CDATA[Recuperación Escolar]]></kwd>
<kwd lng="en"><![CDATA[Recuperación Paralela]]></kwd>
<kwd lng="en"><![CDATA[Enseñanza de Física]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>A recupera&ccedil;&atilde;o paralela no  ensino de f&iacute;sica: o que pensa o professor? </h2> <h3>The parallel recovery in the teaching of Physics: what does the teacher  think?</h3> <h3>La recuperaci&oacute;n paralela en la ense&ntilde;anza de f&iacute;sica: &iquest;qu&eacute; piensa el profesor  sobre ello?</h3>     <p>&nbsp;</p> <h4>Gl&ecirc;non Dutra, Maria In&ecirc;s  Martins    <br> </h4> </font>      ]]></body><back>
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