<?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 (Bauru)]]></journal-title>
<abbrev-journal-title><![CDATA[Ciênc. educ. (Bauru)]]></abbrev-journal-title>
<issn>1516-7313</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual Paulista (UNESP)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1516-73132015000400010</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320150040010</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Concepções de ciência de um grupo de licenciandas em Pedagogia e suas relações com o processo formativo]]></article-title>
<article-title xml:lang="en"><![CDATA[Science conceptions of a group of pedagogy graduation students and their relation to the training process]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Ana Lúcia Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chapani]]></surname>
<given-names><![CDATA[Daisi Teresinha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Estadual do Sudoeste da Bahia Departamento de Filosofia e Ciências Humanas ]]></institution>
<addr-line><![CDATA[Vitória da Conquista BA]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Estadual do Sudoeste da Bahia Departamento de Ciências Biológicas ]]></institution>
<addr-line><![CDATA[Jequié BA]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<volume>21</volume>
<numero>4</numero>
<fpage>945</fpage>
<lpage>957</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132015000400010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132015000400010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132015000400010&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo apresenta uma an&#225;lise das concep&#231;&#245;es de ci&#234;ncia de um grupo de licenciandas de um curso de Licenciatura em Pedagogia e suas rela&#231;&#245;es com as concep&#231;&#245;es apresentadas em documentos do curso e pela docente da disciplina Conte&#250;dos e Metodologia do Ensino Fundamental de Ci&#234;ncias. Partimos das seguintes quest&#245;es: uais as concep&#231;&#245;es de ci&#234;ncia demonstradas por concluintes do curso de Licenciatura em Pedagogia? Como essas concep&#231;&#245;es podem estar relacionadas ao processo formativo das licenciandas? O estudo ampara-se teoricamente em Habermas, que considera tr&#234;s tradi&#231;&#245;es das ci&#234;ncias: emp&#237;rico-anal&#237;tica, hist&#243;rico-hermen&#234;utica e cr&#237;tica. Os dados foram constitu&#237;dos por meio de documentos e entrevistas semiestruturadas. Os resultados demonstraram que a abordagem cr&#237;tica que fundamenta o curso n&#227;o foi materializada na constru&#231;&#227;o ou revis&#227;o das concep&#231;&#245;es de ci&#234;ncia das discentes durante seu processo formativo, prevalecendo entre as mesmas, sobretudo, concep&#231;&#245;es de cunho positivista.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper presents an analysis of the conceptions of science of a group of undergraduate program of Pedagogy for teachers (Licenciatura in Pedagogy) and the relations with the concepts presented in the program documents and by the professor of the discipline 'Elementary Science Contents and Methodology'. We start with the following questions: What are the conceptions of science demonstrated by these future teachers? How can these conceptions be related to their educational process? The research has theoretical support of Habermas studies, which considers three traditions of science: empirical-analytical, historical-hermeneutic and critical. We collected the data by means of semi-structured interviews and documents. The results showed that the critical approach that underlies the program has not materialized in the construction or revision of the future teachers' conceptions of science during their formative process, and the prevailing conceptions are mainly of a positivist nature.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino Superior]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogia]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de ciências]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[Pedagogy]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Science teaching]]></kwd>
</kwd-group>
</article-meta>
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