<?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>1983-2117</journal-id>
<journal-title><![CDATA[Ensaio Pesquisa em Educação em Ciências]]></journal-title>
<abbrev-journal-title><![CDATA[Ens. Pesqui. Educ. Ciênc]]></abbrev-journal-title>
<issn>1983-2117</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-21172010000300051</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172010120305</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A REPETI&#199;&#195;O EM INTERPRETA&#199;&#213;ES DE LICENCIANDOS EM F&#205;SICA AO LEREM AS REVISTAS CI&#202;NCIA HOJE E PESQUISA FAPESP ]]></article-title>
<article-title xml:lang="en"><![CDATA[REPETITION IN INTERPRETATIONS OF FUTURE PHYSICS TEACHER IN THE READING OF THE MAGAZINES CIÊNCIA HOJE AND PESQUISA FAPESP]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dias]]></surname>
<given-names><![CDATA[Ricardo Henrique Almeida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Maria José P. M. de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Campinas Faculdade de Educação ]]></institution>
<addr-line><![CDATA[Campinas SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2010</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2010</year>
</pub-date>
<volume>12</volume>
<numero>3</numero>
<fpage>51</fpage>
<lpage>64</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172010000300051&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172010000300051&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172010000300051&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo tem por objetivo compreender como um grupo de licenciandos em F&#237;sica atribuiu sentidos &#224; leitura de textos de divulga&#231;&#227;o cient&#237;fica da &#225;rea publicados nas revistas Ci&#234;ncia Hoje e Pesquisa Fapesp. Para analisar as interpreta&#231;&#245;es dos licenciandos, baseamo-nos na no&#231;&#227;o de autoria da an&#225;lise de discurso e suas categorias de repeti&#231;&#227;o: emp&#237;rica, for mal e hist&#243;rica, como explicitadas por Eni Orlandi. Identificamos elemen tos das tr&#234;s, o que nos evidenciou a multiplicidade nas maneiras como os licenciandos desta pesquisa leram os textos indicados. Notamos como alguns aspectos da ci&#234;ncia foram interpretados pelos licenciandos, como as suas rela&#231;&#245;es com a sociedade, com as outras ci&#234;ncias e a produ&#231;&#227;o cient&#237;fica nacional. Tamb&#233;m encontramos algumas refer&#234;ncias &#224; utiliza&#231;&#227;o de analogias nos textos de divulga&#231;&#227;o cient&#237;fica. Os sentidos atribu&#237;dos &#224; leitura e os exemplos de repeti&#231;&#245;es por esse grupo de licenciandos em F&#237;sica parecem sugerir como certos discursos relativos &#224; ci&#234;ncia podem aflorar quando instados pela leitura dos textos de divulga&#231;&#227;o propostos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article aims to understand how future physics teachers compreheend physic scientific texts published in the magazines Ci&#234;ncia Hoje and Pesquisa Fapesp. Our theoretical reference was based on the notion of authorship of the discourse analysis and their repetition cate gories: empiric, formal and historical. We identified the three elements, what evidenced the multiplicity in the ways as the future physics teachers read the texts. We noticed some science aspects interpreted by the future physics teachers, such as: relationships with the society, with other sci ences and national scientific production. We also found some references in the use of analogies in the scientific popularization texts. The meanings attributed to reading seems to suggest how discourses relating to science can emerge when required by reading the popularization texts proposed.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Leitura]]></kwd>
<kwd lng="pt"><![CDATA[divulgação científica]]></kwd>
<kwd lng="pt"><![CDATA[análise de discurso]]></kwd>
<kwd lng="pt"><![CDATA[repetição.]]></kwd>
<kwd lng="en"><![CDATA[Reading]]></kwd>
<kwd lng="en"><![CDATA[scientific popularization]]></kwd>
<kwd lng="en"><![CDATA[discourse analysis]]></kwd>
<kwd lng="en"><![CDATA[repetition.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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