<?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>0100-3143</journal-id>
<journal-title><![CDATA[Educação e Realidade]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Real.]]></abbrev-journal-title>
<issn>0100-3143</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Sul - Faculdade de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-31432019000100605</article-id>
<article-id pub-id-type="doi">10.1590/2175-623677588</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Configurações de Aprendizagem e Saberes Docentes]]></article-title>
<article-title xml:lang="en"><![CDATA[Learning Configurations and Teaching Knowledge]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Filgueira]]></surname>
<given-names><![CDATA[Sérgio Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arruda]]></surname>
<given-names><![CDATA[Sergio de Mello]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Passos]]></surname>
<given-names><![CDATA[Marinez Meneghello]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Londrina (UEL)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>44</volume>
<numero>1</numero>
<fpage>e77588</fpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-31432019000100605&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-31432019000100605&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-31432019000100605&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO  Este artigo apresenta resultados de uma pesquisa realizada com estudantes de uma institui&#231;&#227;o p&#250;blica de Goi&#225;s. Envolvemos os alunos em situa&#231;&#245;es de investiga&#231;&#227;o/experimenta&#231;&#227;o, entrevistamos o docente sobre seu planejamento e caracterizamos os relatos sobre sua atua&#231;&#227;o &#224; luz dos Focos da Aprendizagem Cient&#237;fica (FAC). Evidenciou-se que, no planejamento e na atua&#231;&#227;o do professor, predominou o envolvimento com racioc&#237;nio cient&#237;fico. O envolvimento com a pr&#225;tica cient&#237;fica, que apresentou elevada intensidade no planejamento, reduziu durante a atua&#231;&#227;o docente. Durante as aulas, intensificou-se a aprendizagem do conhecimento cient&#237;fico. Os FAC, portanto, ajudam a compreender e caracterizar a atua&#231;&#227;o docente e a aprendizagem dos discentes em configura&#231;&#245;es de aprendizagem pautadas no processo de experimenta&#231;&#227;o.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[ABSTRACT  This paper presents the results of a study carried out with students from a public school in the state of Goi&#225;s. We involved the students in situations of research/experimentation, interviewed the teacher about his planning and analyzed the reports of his practice according to the Strands of Science Learning (SSL). It was evidenced that engaging in scientific reasoning prevailed in the teacher&#8217;s planning and practice. Engaging in scientific practice, which presented a high intensity in planning, was reduced during teaching. During classes, learning of science knowledge was enhanced. Therefore the SSL help understand and characterize teaching practice and student learning in learning configurations based on the experimentation process.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Focos da Aprendizagem Científica]]></kwd>
<kwd lng="pt"><![CDATA[Saberes Docentes]]></kwd>
<kwd lng="pt"><![CDATA[Configurações de Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Ação Docente]]></kwd>
<kwd lng="en"><![CDATA[Strands of Science Learning]]></kwd>
<kwd lng="en"><![CDATA[Teaching Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Learning Configuration]]></kwd>
<kwd lng="en"><![CDATA[Teacher Practice]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<article-title xml:lang="en"><![CDATA[Um Novo Instrumento para a Análise da Ação do Professor em Sala de Aula]]></article-title>
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<conf-date>2015</conf-date>
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</article>
