<?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>S1983-21172017000100001</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172017190101</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Enunciados em propostas de ensino-pesquisa-extensão em cursos de física a distância: para além dos conteúdos, os discursos]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching-research-extension proposals&#8217; statements in educational projects in distance physics courses: beyond the content, the speeches.]]></article-title>
<article-title xml:lang="es"><![CDATA[Enunciados en propuestas de enseñanza-investigaciónextensión en cursos de física a distancia: más allá de los contenidos, los discursos.]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Marcello]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Loguercio]]></surname>
<given-names><![CDATA[Rochele de Quadros]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Pampa Programa de Pós-Graduação em Ensino de Ciências ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul Programas de Pós Graduação em Química e Educação em Ciências ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>19</volume>
<fpage>1</fpage>
<lpage>33</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172017000100001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172017000100001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172017000100001&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Objetivando analisar a articula&#231;&#227;o entre ensino, pesquisa e extens&#227;o em projetos pedag&#243;gicos de cursos de licenciatura em F&#237;sica EaD, s&#227;o apropriados quatro aportes te&#243;ricos do referencial discursivo de Michel Foucault: a delimita&#231;&#227;o da forma&#231;&#227;o discursiva; a descri&#231;&#227;o dos enunciados; as pr&#225;ticas discursivas e as n&#227;o discursivas: rela&#231;&#245;es de saber/poder; e a cena enunciativa e a pr&#225;tica social. Nos documentos analisados, identificaram-se 57 enuncia&#231;&#245;es e seis forma&#231;&#245;es discursivas (funcionalista, humanista, legalista, tecnicista, pedag&#243;gica e pol&#237;tica), a partir das quais se descreveram e discutiram enunciados, rela&#231;&#245;es de saber/poder e pr&#225;ticas concretas, al&#233;m da multiplica&#231;&#227;o dos discursos. As an&#225;lises indicam que aquela articula&#231;&#227;o &#233; fragilizada e n&#227;o se sustenta discursivamente como princ&#237;pio fiador da qualidade e autonomia universit&#225;ria, fundante em suas fun&#231;&#245;es na constru&#231;&#227;o e dissemina&#231;&#227;o do conhecimento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Aiming to analyze the relationship between teaching, research and extension in distance learning bachelor&#8217;s degree programs in Physics, we take four theoretical contributions by the discursive framework of Michel Foucault: discursive formation delimitation; statements&#8217; description; discursive and non-discursive practices: knowledge/power relations; and expository scene and social practice. In bachelor degree program&#8217;s projects, we identified 57 utterances and six discursive formations (functionalist, humanistic, legalistic technical, pedagogical and political), from which were described and discussed statements, relations of power/knowledge and concrete practices, and the multiplication of speeches. The analysis indicate that this relationship is weak and does not hold discursively as guarantor of the principle of quality and autonomy, founding their roles on the construction and dissemination of knowledge.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Con el objetivo de analizar la articulaci&#243;n entre ense&#241;anza, investigaci&#243;n y extensi&#243;n en proyectos pedag&#243;gicos de cursos de licenciatura en F&#237;sica EaD, son apropiados cuatro aportes te&#243;ricos del referencial discursivo de Michel Foucault: la delimitaci&#243;n de la formaci&#243;n discursiva; la descripci&#243;n de los enunciados; las pr&#225;cticas discursivas y las no discursivas: relaciones de saber/poder; y la escena enunciativa y la pr&#225;ctica social. En los documentos analizados, fueron identificadas 57 enunciaciones y seis formaciones discursivas (funcionalista, humanista, legalista, t&#233;cnica, pedag&#243;gica y pol&#237;tica), a partir de las cuales fueron descritos y discutidos enunciados, relaciones de saber/poder y pr&#225;cticas concretas, adem&#225;s de la multiplicaci&#243;n de los discursos. Los an&#225;lisis indican que aquella articulaci&#243;n est&#225; fragilizada y no sostiene discursivamente como principio fiador de la cualidad y autonom&#237;a universitaria, fundante en sus funciones en la construcci&#243;n y diseminaci&#243;n del conocimiento.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino-Pesquisa-Extensão]]></kwd>
<kwd lng="pt"><![CDATA[Enunciados]]></kwd>
<kwd lng="pt"><![CDATA[Projetos Pedagógicos]]></kwd>
<kwd lng="en"><![CDATA[Teaching-Research-Extension]]></kwd>
<kwd lng="en"><![CDATA[Statements]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Projects]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza-investigación-extensión]]></kwd>
<kwd lng="es"><![CDATA[Enunciados]]></kwd>
<kwd lng="es"><![CDATA[Proyectos Pedagógicos]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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