<?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>1516-7313</journal-id>
<journal-title><![CDATA[Ciência & Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ciência educ.]]></abbrev-journal-title>
<issn>1516-7313</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual Paulista (UNESP)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1516-73132013000100013</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Representações sociais de meio ambiente: subsídios para a formação continuada de professores]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Magalhães Júnior]]></surname>
<given-names><![CDATA[Carlos Alberto de Oliveira]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tomanik]]></surname>
<given-names><![CDATA[Eduardo Augusto]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A13">
<institution><![CDATA[,UEM  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2013</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2013</year>
</pub-date>
<volume>19</volume>
<numero>01</numero>
<fpage>181</fpage>
<lpage>199</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132013000100013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132013000100013&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132013000100013&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[A formação de educadores ambientais deve envolver, sempre que possível, processos contínuos de estudo, atualização e a valorização dos conhecimentos dos próprios educadores. Partindo desses pressupostos, o objetivo deste trabalho foi investigar as Representações Sociais sobre o meio ambiente compartilhadas pelos professores das séries iniciais da Educação Básica da cidade de Porto Rico, Estado do Paraná, Brasil, para indicar caminhos para a formação continuada desses profissionais como Educadores Ambientais. Utilizamos a técnica de evocação de palavras para identificar os possíveis elementos que compõem as representações sociais, além de entrevistas. Identificamos que tais representações são caracterizadas por uma visão naturalista de meio ambiente e que os professores possuem conhecimentos limitados sobre o ambiente local. Esses elementos indicam a conveniência da oferta de cursos voltados para a transmissão e discussão de informações sobre o ambiente regional e para a compreensão de que os professores são, também, parte deste ambiente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The development of Environmental Educators must ideally be a continuous study process, reviewing of the state-of-the-art and with attention to the educators’ experience. The goal of the present work was to investigate Social Representations about the environment, by Basic Education teachers from the City of Porto Rico, State of Paraná, Brazil, to indicate ways for the continuing education of these Educators. We used the Free Evocation of Words technique and personal interviews in order to identify the possible elements constituting the Social Representations. We identified that the representations of the analyzed group are based on a naturalist point of view of the environment. It was also verified that, concerning the local environment, the teachers´ understanding is not well-founded. These findings support the need for courses devoted to the introduction and discussion of regional environment knowledge. Such studies can, subsequently, lead teachers to comprehend that they are also constituents of the environment.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Ambiental]]></kwd>
<kwd lng="pt"><![CDATA[Representação do Meio Ambien]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Educador Ambiental]]></kwd>
<kwd lng="en"><![CDATA[Environmental Education]]></kwd>
<kwd lng="en"><![CDATA[Representation of the Environment]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Training of Environmental Educator]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Representa&ccedil;&otilde;es sociais de meio ambiente: subs&iacute;dios para a  forma&ccedil;&atilde;o continuada de professores.</h2> <h3>Social  representations of the environment: subsidies for the continuing education of  school teachers.</h3>     <p>&nbsp;</p> <h4>Carlos Alberto de Oliveira Magalh&atilde;es J&uacute;nior, Eduardo  Augusto Tomanik    <br> </h4> </font>      ]]></body><back>
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