<?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>1414-4077</journal-id>
<journal-title><![CDATA[Avaliação: Revista da Avaliação da Educação Superior (Campinas)]]></journal-title>
<abbrev-journal-title><![CDATA[Avaliação (Campinas)]]></abbrev-journal-title>
<issn>1414-4077</issn>
<publisher>
<publisher-name><![CDATA[Publicação da Rede de Avaliação Institucional da Educação Superior (RAIES), da Universidade Estadual de Campinas (UNICAMP) e da Universidade de Sorocaba (UNISO)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1414-40772009000300005</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação CTS: uma proposta para a formação de cientistas e engenheiros]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dias]]></surname>
<given-names><![CDATA[Rafael de Brito]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Serafim]]></surname>
<given-names><![CDATA[Milena Pavan]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A">
<institution><![CDATA[,  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2009</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2009</year>
</pub-date>
<volume>14</volume>
<numero>03</numero>
<fpage>611</fpage>
<lpage>627</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1414-40772009000300005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1414-40772009000300005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1414-40772009000300005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Nos últimos anos, vem ganhando força no Brasil a ideia do cientista/engenheiro inovador. Em um contexto onde a linha que separava empresas e universidades se torna cada vez menos perceptível, vozes de ambos esses mundos professam as vantagens atreladas a mudanças possíveis e desejáveis na formação desses profissionais. O discurso mais comum prega a necessidade de formar cientistas e engenheiros capazes de combinar profundo conhecimento técnico e científico a habilidades gerenciais, o que exigiria uma série de mudanças curriculares. Implícito nesse discurso está, obviamente, o diagnóstico de que o modelo vigente de formação desses profissionais tornou-se inadequado à atual realidade brasileira. No presente artigo, expressamos nossa concordância em relação ao diagnóstico. De fato, o perfil dos cientistas e engenheiros formados atualmente no Brasil não é condizente com a realidade social brasileira. Contudo, discordamos completamente do modelo alternativo de formação que é frequentemente proposto, uma vez que, em nossa avaliação, esse modelo também provaria ser disfuncional. Encerramos este trabalho apresentando um outro modelo alternativo que pensamos ser mais adequado para o Brasil.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The idea of the innovating scientist/engineer has been gaining strength in the last few years. In a context where the line that separated industries and universities is becoming increasingly elusive, voices from both sides profess the advantages related to possible and desirable changes in the education of these professionals. The common discourse emphasizes the need to produce scientists and engineers capable of combining profound technical knowledge and managerial skills, which would demand a series of curricular changes. Obviously, the diagnosis that the current education model for these professionals has become inadequate to respond to Brazilian reality is implicit in this discourse. In this paper, we express our agreement concerning this diagnosis: the profile of scientists and engineers currently graduating in Brazil is not coherent with Brazilian social reality. However, we completely disagree on the alternative model of education which is frequently proposed, since in our evaluation this model would also prove to be dysfunctional. We conclude this paper by presenting another alternative model, which we consider more adequate to Brazil.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação em Ciência]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia e Sociedade]]></kwd>
<kwd lng="pt"><![CDATA[Ciência e Tecnologia]]></kwd>
<kwd lng="pt"><![CDATA[Cientistas e Engenheiros]]></kwd>
<kwd lng="pt"><![CDATA[Modelo de Formação]]></kwd>
<kwd lng="en"><![CDATA[Science and Technology]]></kwd>
<kwd lng="en"><![CDATA[Scientists and Engineer]]></kwd>
<kwd lng="en"><![CDATA[Educational Model]]></kwd>
<kwd lng="en"><![CDATA[Education in Science]]></kwd>
<kwd lng="en"><![CDATA[Technology and Society]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Educa&ccedil;&atilde;o CTS: uma proposta  para a forma&ccedil;&atilde;o de cientistas e engenheiros.</h2> <h3>Cts education: a proposal for the education of scientists and engineers.</h3>     <p>&nbsp;</p> <h4>Rafael de Brito Dias, Milena  Pavan Serafim</h4>     <p>&nbsp;</p></font>      ]]></body><back>
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