<?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>S1983-21172025000100227</article-id>
<article-id pub-id-type="doi">10.1590/1983-2117-58261</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[FORMAÇÃO DOCENTE EM FÍSICA, INTERDISCIPLINARIDADE E EPISÓDIOS DE REFRAÇÃO: DAS POLÍTICAS CURRICULARES ÀS NARRATIVAS DOS EDUCADORES]]></article-title>
<article-title xml:lang="es"><![CDATA[Formación docente en Física, interdisciplinariedad y episodios de refracción: de las políticas curriculares a las narrativas de los educadores]]></article-title>
<article-title xml:lang="en"><![CDATA[Physics teacher education, interdisciplinarity and episodes of refraction: from curricular policies to educators&#8217; narratives]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Azevedo]]></surname>
<given-names><![CDATA[Lucas Massensini de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Petrucci-Rosa]]></surname>
<given-names><![CDATA[Maria Inês]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Campinas Faculdade de Educação, Programa de Pós-graduação Multiunidades em Ensino de Ciências e Matemática ]]></institution>
<addr-line><![CDATA[Campinas SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>27</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172025000100227&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172025000100227&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172025000100227&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Neste estudo, recorremos ao conceito de refração na Educação (Goodson &amp; Rudd, 2016) para compreender os desvios da concepção interdisciplinar enquanto política educacional, bem como seus desdobramentos na formação de professores e no ensino de Física. O corpus da pesquisa é constituído por dois tipos de narrativas: as sistêmicas (contidas em documentos produzidos a partir de políticas educacionais de âmbito nacional e documentos curriculares de um curso de licenciatura em Física) e as histórias de vida (retrato narrativo de um professor de Física), organizadas em três períodos históricos (de 1996 a 2004, de 2005 a 2016, de 2017 a 2023). A justaposição dessas narrativas possibilitou avaliar a refração e evidenciar como a reinterpretação e o redirecionamento das políticas educacionais se manifestam em diferentes períodos históricos e nos ambientes de ensino e formação, sendo observados em sete ênfases temáticas. A pesquisa evidencia, ainda, a potencialidade das narrativas na investigação acadêmica]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: En esta investigación se recurre al concepto de refracción en Educación (Goodson &amp; Rudd, 2016) con el propósito de comprender los desvíos de la concepción interdisciplinaria como política educativa, así como sus implicaciones en la formación del profesorado y en la enseñanza de la Física. El corpus del estudio está conformado por dos tipos de narrativas: las sistémicas (contenida en documentos producidos a partir de políticas educativas nacionales y documentos curriculares de la carrera de Física) y las historias de vida (retrato narrativo de un profesor de Física), distribuidas en tres períodos históricos (1996 - 2004, 2005 - 2016 y 2017 - 2023). La yuxtaposición de estas narrativas permitió evaluar la refracción y evidenciar cómo la reinterpretación y reorientación de las políticas educativas se manifiestan en distintos períodos históricos y en los contextos de enseñanza y formación, procesos reflejados en siete énfasis temáticos. Este estudio resalta el potencial de las narrativas en la investigación académica]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: In this study, we use the concept of refraction in Education (Goodson &amp; Rudd, 2016) to understand the deviations of the interdisciplinary approach as an educational policy, as well as its implications for teacher education and the physics teaching. The research corpus consists of two types of narratives: systemic narratives (contained in documents produced based on national educational policies and curricular documents for a physics teacher undergraduate program) and life histories (the narrative portrait of a physics teacher), situated across three historical periods (1996 - 2004, 2005 - 2016 and 2017 - 2023). By juxtaposing these narratives, it was possible to analyze refraction and to highlight how the reinterpretation and redirection of educational policies manifest themselves in different historical contexts and within teaching and teacher training environments, processes that were experienced and expressed in seven thematic emphases. This research also highlights the potential of narrative approaches in academic inquiry]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação docente em Física]]></kwd>
<kwd lng="pt"><![CDATA[Interdisciplinaridade]]></kwd>
<kwd lng="pt"><![CDATA[Refração na Educação]]></kwd>
<kwd lng="pt"><![CDATA[Histórias de vida]]></kwd>
<kwd lng="pt"><![CDATA[Narrativas sistêmicas]]></kwd>
<kwd lng="es"><![CDATA[Formación docente en Física]]></kwd>
<kwd lng="es"><![CDATA[Interdisciplinariedad]]></kwd>
<kwd lng="es"><![CDATA[Refracción en la Educación]]></kwd>
<kwd lng="es"><![CDATA[Historias de vida]]></kwd>
<kwd lng="es"><![CDATA[Narrativas sistémicas]]></kwd>
<kwd lng="en"><![CDATA[Physics Teacher Education]]></kwd>
<kwd lng="en"><![CDATA[Interdisciplinarity]]></kwd>
<kwd lng="en"><![CDATA[Refraction in Education]]></kwd>
<kwd lng="en"><![CDATA[Life histories]]></kwd>
<kwd lng="en"><![CDATA[Systemic narratives]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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