<?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>S1983-21172018000100021</article-id>
<article-id pub-id-type="doi">10.1590/1983-211720182001024</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[As contribuições do PIBID para o desenvolvimento dos saberes docentes: a experiência da licenciatura em ciências naturais, Universidade de Brasília]]></article-title>
<article-title xml:lang="es"><![CDATA[Las contribuciones del PIBID al desarrollo de los saberes docentes: la expeperiencia de la licenciatura em las ciencias naturales (Universidad de Brasilia).]]></article-title>
<article-title xml:lang="en"><![CDATA[The contributions of PIBID to the development of teaching knowledges: the experience of natural sciences graduation (University of Brasilia).]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Delano Moody Simões da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Falcomer]]></surname>
<given-names><![CDATA[Viviane Aparecida da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Porto]]></surname>
<given-names><![CDATA[Franco de Salles]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Brasília Programa de Pós-Graduação em Ensino de Ciências ]]></institution>
<addr-line><![CDATA[Planaltina DF]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Brasília Faculdade UnB Planaltina ]]></institution>
<addr-line><![CDATA[Planaltina DF]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Brasília Faculdade UnB Planaltina ]]></institution>
<addr-line><![CDATA[Planaltina DF]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2018</year>
</pub-date>
<volume>20</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172018000100021&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172018000100021&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172018000100021&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: A formação do professor deve ser pensada e construída dentro da sua profissão, com estratégias de formação que proporcionem aos futuros professores a inserção no seu ambiente de trabalho e o desenvolvimento/mobilização de saberes relacionados à carreira docente. Nessa perspectiva, o Programa Institucional de Bolsas de Iniciação à Docência (PIBID) tem contribuído para os processos de formação de professores em diversas áreas. O objetivo desse estudo foi, a partir dos relatórios entregues pelos alunos bolsistas do PIBID, discutir as contribuições desse programa para o desenvolvimento e mobilização dos saberes docentes nos alunos participantes do subprojeto de Ciências Naturais (Universidade de Brasília). Nossos resultados indicam que os bolsistas participantes do PIBID mobilizam e desenvolvem saberes relacionados à profissão docente, indicando que essa proposta tende a romper com um modelo de formação aplicacionista do conhecimento, respeitando e reconhecendo a escola e seus professores como colaboradores e parceiros no processo de formação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: La formación del maestro debe ser pensada y construida dentro de su profesión, con estrategias de formación que proporcionen a los futuros maestros la inserción en el ambiente de trabajo y el desarrollo/movilización de saberes relacionados a la carrera docente. En esta perspectiva, el &#8220;Programa Institucional de Bolsas de Iniciação à Docência&#8221; (PIBID) ha contribuido para los procesos de formación de maestros en diversas áreas del conocimiento. El objetivo de este estudio fue, a partir de los informes entregados por los alumnos becantes del PIBID, discutir las contribuciones de este programa para el desarrollo y movilización de los saberes docentes en los alumnos participantes del subproyecto de las Ciencias Naturales (Universidad de Brasília). Nuestros resultados indican que los becarios participantes del PIBID movilizan y desarrollan saberes relacionados a la profesión docente, indicando que esta propuesta tiende a romper con un modelo de formación aplicacionista del conocimiento, respetando y reconociendo la escuela y sus maestros como colaboradores y compañeros en el proceso de formación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Teacher education must be thought and built inside its own profession, with training strategies that provide to the future teachers their insertion in workplaces and the development/mobilization of knowledges related to the teaching career. In this perspective, the &#8220;Programa Institucional de Bolsas de Iniciação à Docência&#8221; (PIBID) has contributed to teacher education in several areas. The goal of this study was to discuss the contribution of PIBID to development and mobilization of teaching knowledges in students that take part of the natural sciences subproject (University of Brasilia). Our results show that the students of natural science subproject mobilize and develop knowledges related the teaching profession indicating that propose tends to break with the training model that exclusively applies knowledge, respecting, and recognizing the school and their teachers as collaborators and partners in the training processes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Saberes Docentes]]></kwd>
<kwd lng="pt"><![CDATA[Carreira Docente.]]></kwd>
<kwd lng="es"><![CDATA[Formación de Maestros]]></kwd>
<kwd lng="es"><![CDATA[Saberes Docentes]]></kwd>
<kwd lng="es"><![CDATA[Carrera Docente]]></kwd>
<kwd lng="en"><![CDATA[Teacher Education]]></kwd>
<kwd lng="en"><![CDATA[Teaching Knowledges]]></kwd>
<kwd lng="en"><![CDATA[Teaching Career]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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