<?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>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982020000100233</article-id>
<article-id pub-id-type="doi">10.1590/0102-4698221251</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[REPRESENTAÇÕES SOCIAIS SOBRE &#8216;SER PROFESSOR DE FÍSICA&#8217; À LUZ DO MODELO KVP]]></article-title>
<article-title xml:lang="en"><![CDATA[SOCIAL REPRESENTATIONS ABOUT &#8216;BEING PHYSICS TEACHER&#8217; BASED ON KVP MODEL]]></article-title>
<article-title xml:lang="es"><![CDATA[REPRESENTACIONES SOCIALES SOBRE "SER UN PROFESOR DE FÍSICA" A LA LUZ DEL MODELO KVP]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ORTIZ]]></surname>
<given-names><![CDATA[ADRIANO JOSÉ]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MAGALHÃES JÚNIOR]]></surname>
<given-names><![CDATA[CARLOS ALBERTO DE OLIVEIRA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[GIMENES]]></surname>
<given-names><![CDATA[ÉDER RODRIGO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Ivaiporã PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Maringá Programa de pós graduação em Educação para a Ciência e Matemática. Grupo de Pesquisa em Ensino de Ciências, Formação de Professores e Representações Sociais - CIENCIAR ]]></institution>
<addr-line><![CDATA[Maringá PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual de Maringá Programa de pós graduação em Ciências Sociais ]]></institution>
<addr-line><![CDATA[Maringá PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>36</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982020000100233&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982020000100233&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982020000100233&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Nesse artigo partimos dos referenciais de Conhecimentos, Valores e Práticas para identificar concepções e representações sociais em licenciandos em Física. Utilizamos 81 assertivas estruturadas de acordo com a escala likert. Esse instrumento foi aplicado com 25 ingressantes e 10 concluintes do curso. As respostas foram divididas em 19 indicadores previamente construídos e organizadas em três dimensões: &#8216;epistemologia da ciência&#8217;; &#8216;ensino e aprendizagem&#8217; e &#8216;formação e atividade docente&#8217;. No caso dos ingressantes, os alunos apresentaram concepções contraditórias que podem refletir seus saberes e representações prévias ao ingressar no curso. Entre os concluintes, foi possível identificar algumas diferenças nas concepções. Ainda assim, essas diferenças foram progressivas, sem rompimentos abruptos com representações apresentadas pelos ingressantes. Enfim, nossos resultados indicam que um modelo de formação tradicional, em que os conhecimentos pedagógicos e didáticos são inseridos apenas posteriormente no curso, e não ao longo de todo ele, não proporciona um ambiente propício a mudanças profundas nessas representações.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: In this paper we start from the references of Knowledge, Values and Practices to identify conceptions and social representations in Physics undergratuates. We have used 81 propositions structured according to the likert scale. This instrument was applied with 25 begginers students and 10 graduates of the course. The answers were divided into 19 previous indicators and organized in three dimensions: 'epistemology of science'; 'Teaching and learning' and 'training and teaching activity'. In the case of the begginers, the students present contradictory conceptions that may reflect their knowledge and previous representations upon joining the course. Among the graduates, it was possible to identify some differences in conceptions. Still, these differences were progressive, without abrupt breaks with representations presented by the begginers. Finally, our results indicate that a traditional training model, in which pedagogical and didactic knowledge is inserted only later in the course, and not throughout it does not provide an environment conducive to profound changes in these representations.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: En este artículo partimos de los referenciales de Conocimientos, Valores y Prácticas para identificar concepciones y representaciones sociales en licenciandos en Física. Utilizamos 81 afirmaciones estructuradas de acuerdo con la escala Likert. Este instrumento fue aplicado con 25 ingresantes y 10 concluyentes del curso. Las respuestas se dividieron en 19 indicadores previamente construidos y organizados en tres dimensiones: &#8220;la epistemología de la ciência&#8221;; &#8220;la enseñanza y el aprendizaje&#8221; y la &#8220;formación y la actividad docente&#8221;. En el caso de los ingresantes, los alumnos presentaron concepciones contradictorias que pueden reflejar sus saberes y representaciones previas al ingresar al curso. Entre los concluyentes, fue posible identificar algunas diferencias en las concepciones. Aún así, estas diferencias fueron progresivas, sin rupturas bruscas con representaciones presentadas por los ingresantes. Finalmente, nuestros resultados indican que un modelo de formación tradicional, en el que los conocimientos pedagógicos y didácticos se insertan sólo posteriormente en el curso, y no a lo largo de todo él, no proporciona un ambiente propicio a cambios profundos en esas representaciones.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[concepções]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[alunos ingressantes]]></kwd>
<kwd lng="pt"><![CDATA[alunos concluintes]]></kwd>
<kwd lng="pt"><![CDATA[Física]]></kwd>
<kwd lng="en"><![CDATA[conceptions]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[begginers students]]></kwd>
<kwd lng="en"><![CDATA[concluding students]]></kwd>
<kwd lng="en"><![CDATA[Physics]]></kwd>
<kwd lng="es"><![CDATA[concepciones]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[alumnos ingresantes]]></kwd>
<kwd lng="es"><![CDATA[alumnos finalizantes]]></kwd>
<kwd lng="es"><![CDATA[Física]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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