<?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>S1983-21172015000100039</article-id>
<article-id pub-id-type="doi">10.1590/1983-211720175170102</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Produ&#231;&#227;o de v&#237;deo educativo por licenciandos: um estudo sobre recep&#231;&#227;o f&#237;lmica e modos de leitura]]></article-title>
<article-title xml:lang="es"><![CDATA[Producción de video educativo por licenciandos: un estudio acerca la recepción fílmica y modos de lectura]]></article-title>
<article-title xml:lang="en"><![CDATA[Educational videoproduced by pre-service teachers: a study on video reception and modes of reading]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bastos]]></surname>
<given-names><![CDATA[Wagner Gonçalves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Filho]]></surname>
<given-names><![CDATA[Luiz Augusto Coimbra de Rezende]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Junior]]></surname>
<given-names><![CDATA[Américo de Araujo Pastor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2015</year>
</pub-date>
<volume>17</volume>
<numero>1</numero>
<fpage>39</fpage>
<lpage>58</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172015000100039&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172015000100039&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172015000100039&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Neste trabalho, analisamos a produ&#231;&#227;o e a recep&#231;&#227;o de um v&#237;deo de autoria de alunos de uma Licenciatura em Biologia a fim de identificar o endere&#231;amento e o significado preferencial de acordo com seus produtores e com as leituras feitas por um grupo de espectadores. Para isso, analisamos o v&#237;deo, entrevistamos os produtores e fizemos uma exibi&#231;&#227;o para seus colegas de turma. Os resultados indicam que o grupo, em sua maioria, identificou um significado preferencial ligeiramente diferente daquele concebido pelos produtores, contudo, avaliou como adequadas as estrat&#233;gias de endere&#231;amento utilizadas no v&#237;deo. Al&#233;m disso, notamos que mesmo a produ&#231;&#227;o de um v&#237;deo com inten&#231;&#245;es educativas expl&#237;citas est&#225; imersa em indetermina&#231;&#245;es e que os lugares constru&#237;dos para o espectador podem ser diversamente reconfigurados por ele.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[En este trabajo, analizamos la producci&#243;n y la recepci&#243;n de un video producido por alumnos de una Licenciatura en Biolog&#237;a con fines de identificar el aderezamiento y el significado preferencial de acuerdo a sus productores y con las lecturas hechas por un grupo de espectadores. Para ello, analizamos el video, entrevistamos los productores e hicimos una exhibici&#243;n para sus compa&#241;eros de clase. Los resultados indican que el grupo, en su mayor&#237;a, identific&#243; un significado preferencial ligeramente diferente de lo que fue concebido por los productores, no obstante, evalu&#243; como adecuadas las estrategias de aderezamiento utilizadas en el video. Adem&#225;s, notamos que mismo la producci&#243;n de un video con intensiones educativas expl&#237;citas est&#225; inmersa en indeterminaciones y que los lugares construidos para el espectador pueden ser diversamente reconfiguradas por &#233;l.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[In this paper, we examined the production and reception of a video produced by Biology pre-service teachers in order to identify the mode of address and the preferred meaning according to its producers and according to the readings made by a group of spectators. For this, we analyze the video, interviewed the producers and screened the video for their classmates. The results indicate that the group mostly identified a slightly different preferred meaning than the one conceived by the producers. Neverthelessthey assessed as appropriate the strategies for addressing used in the video. Besides we noted that even the production of a explicit educational purposevideo is immersed in indetermination and that the places constructed for the viewers can be diversely reconfigured by them.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Vídeo educativo]]></kwd>
<kwd lng="pt"><![CDATA[Estudos de recepção fílmica]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de biologia.]]></kwd>
<kwd lng="es"><![CDATA[Video educativo]]></kwd>
<kwd lng="es"><![CDATA[Estudios de recepción fílmica]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de Biología.]]></kwd>
<kwd lng="en"><![CDATA[Educational video]]></kwd>
<kwd lng="en"><![CDATA[Film reception studies]]></kwd>
<kwd lng="en"><![CDATA[Biology teaching.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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