<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062013000400004</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Vivências profissionais e construção da disciplina escolar biologia na formação inicial de professores]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vilela]]></surname>
<given-names><![CDATA[Mariana Lima]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Selles]]></surname>
<given-names><![CDATA[Sandra L. Escovedo]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Andrade]]></surname>
<given-names><![CDATA[Everardo Paiva de]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A04">
<institution><![CDATA[,Universidade Federal Fluminense  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2013</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2013</year>
</pub-date>
<volume>23</volume>
<numero>44</numero>
<fpage>46</fpage>
<lpage>62</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062013000400004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062013000400004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062013000400004&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Com o objetivo de analisar conhecimentos produzidos por licenciandos e compreender sentidos das experiências vividas por eles, na interface entre a universidade e a escola, este artigo apresenta resultados de uma investigação da Prática de Ensino em Ciências Biológicas. Com base em perspectivas variadas do campo do currículo - história das disciplinas escolares e conhecimento escolar - e na problemática dos saberes docentes, a pesquisa analisa relatórios da Prática de Ensino e de depoimentos gerados por meio de entrevistas. A análise indica que os licenciandos, ainda na formação inicial, elaboram conhecimentos que passam a compor seus saberes experienciais, necessários à legitimação da profissão. Além disso, sugere, também, que os professores em formação participam da construção das disciplinas escolares, ao mesmo tempo em que estas influenciam e reforçam a especificidade disciplinar de sua formação. Por fim, a análise evidencia que a formação no âmbito de uma licenciatura não se situa apenas no plano geral de uma preparação acadêmica, mas, também, mobilizando saberes oriundos de diversas fontes, constitui-se no interior mesmo de uma disciplina escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The article examines the curricular component known as Teaching Practice in the Biology teachers’ pre-service education. The study is theoretically based on perspectives of teacher’s knowledge and curriculum studies, and it uses written and oral reports of the training students as empirical data. The work stresses the rich dialogue between the biological knowledge produced in the school context and the teaching profession’s specific knowledge. This knowledge becomes part of the experiential knowledge of the future teachers built during the pre-service teacher course and this contributes to legitimate the teaching profession. Therefore, it is argued that there is a singular curriculum space that values school and university relationships during the teachers' pre-service teacher courses. Thus, this process fosters further learning and the professional development. At the same time that future teachers can be seen as social actors building the school subjects, the very same school subjects influence and reinforce the disciplinary identity of these teachers. Finally, the analysis shows that the preparation in the pre-service teacher courses does not mean a general academic preparation only, but as it requires from the future teachers the use of knowledge from different sources, the preparation occurs in the interior of a school subject.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação Docente em Ciências Biológicas]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Disciplina Escolar Biologia]]></kwd>
<kwd lng="pt"><![CDATA[Saberes Docentes]]></kwd>
<kwd lng="en"><![CDATA[Biology Teachers’ Pre-service Course]]></kwd>
<kwd lng="en"><![CDATA[School Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Biology School Subject]]></kwd>
<kwd lng="en"><![CDATA[Professional Knowledge]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Viv&ecirc;ncias  profissionais e constru&ccedil;&atilde;o da disciplina escolar biologia na forma&ccedil;&atilde;o inicial  de professors.</h2> <h3>Professional experiences and construction of the  school subject biology in pre-service teacher education.</h3>     <p>&nbsp;</p> <h4>Mariana  Lima Vilela, Sandra L. Escovedo Selles, Everardo Paiva de Andrade</h4> </font>      ]]></body><back>
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<source><![CDATA[Ensino em Re-vista]]></source>
<year></year>
<volume>12</volume>
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<source><![CDATA[Teoria & Educação]]></source>
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<volume>1</volume>
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</back>
</article>
