<?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>S1983-21172011000200101</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172011130207</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A PERMANÊNCIA NA CARREIRA DO PROFESSOR DE CIÊNCIAS: UMA LEITURA BASEADA EM CHARLOT]]></article-title>
<article-title xml:lang="en"><![CDATA[THE PERMANENCE IN THE CAREER AS A SCIENCE TEACHER: A CHARLOT BASED READING]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ogo]]></surname>
<given-names><![CDATA[Marcela Yaemi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Laburú]]></surname>
<given-names><![CDATA[Carlos Eduardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[Londrina PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Londrina Departamento de Física ]]></institution>
<addr-line><![CDATA[Londrina PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual de Londrina Programa de Mestrado e Doutorado em Ensino de Ciências e Educação Matemática ]]></institution>
<addr-line><![CDATA[Londrina PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2011</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2011</year>
</pub-date>
<volume>13</volume>
<numero>2</numero>
<fpage>101</fpage>
<lpage>118</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172011000200101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172011000200101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172011000200101&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O ciclo de vida profissional do professor j&#225; foi delimitado por autores como Huberman. Coloca-se &#224; literatura a necessidade da realiza &#231;&#227;o de pesquisas que tragam novas perspectivas sobre a carreira desse profissional e, em espec&#237;fico, do professor de Ci&#234;ncias. Ao compararmos os obst&#225;culos e as satisfa&#231;&#245;es encontradas na carreira encontramos n&#237;tidas diferen&#231;as entre os profissionais docentes, o que justifica a preocupa&#231;&#227;o de focar aten&#231;&#227;o nos aspectos que mant&#234;m o docente de Ci&#234;ncias na car reira, apesar dos in&#250;meros desafios por ele encontrados. O referencial te&#243; rico utilizado baseia-se em uma leitura das rela&#231;&#245;es com o saber de Charlot, a fim de buscar um novo olhar para esse problema. Tamb&#233;m empregamos o referencial de ciclo de vida de professores de Huberman para obter a hist&#243;ria de vida dos professores, definir o professorado a ser analisado e construir um instrumento de entrevista. A amostra seleciona da de professores encontra-se na terceira fase descrita por Huberman, de Diversifica&#231;&#227;o ou Questionamento. O referencial de Charlot servir&#225; para analisar essa fase da carreira docente para que compreendamos a raz&#227;o ou raz&#245;es que fazem com que o professor de Ci&#234;ncias persista na carreira.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The life cycle of the teacher has been defined by authors such as Huberman. The literature is, thus, entrusted with the need for conduct ing research to bring new perspectives on the career of a professional and in particular the science teacher. While comparing the obstacles and the satisfaction found along the career, one detects clear differences among professional teachers, hence the concern to focus attention on the aspects that make the teacher of Science uphold their career, despite the many challenges they encounter. The theoretical framework is based on the interpretation of the relations with the knowledge by Charlot in order to get a new look at this problem. We also use the reference of the life cycle of teachers of Huberman to get the life story of the teachers, the teach ers set to be analyzed and build an instrument for interview. The selected sample of teachers is the third stage described by Huberman, Diversification or Questioning. The Charlot's referential serve to analyze this phase of the teaching profession to understand the reason or reasons that make the Science teacher persist in his career.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Charlot]]></kwd>
<kwd lng="pt"><![CDATA[Huberman]]></kwd>
<kwd lng="pt"><![CDATA[ciclo de vida profissional do professor de ciências.]]></kwd>
<kwd lng="en"><![CDATA[Charlot]]></kwd>
<kwd lng="en"><![CDATA[Huberman]]></kwd>
<kwd lng="en"><![CDATA[science teacher's professional cycle of life.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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