<?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>1516-7313</journal-id>
<journal-title><![CDATA[Ciência & Educação (Bauru)]]></journal-title>
<abbrev-journal-title><![CDATA[Ciência educ.]]></abbrev-journal-title>
<issn>1516-7313</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual Paulista (UNESP)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1516-73132011000200002</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Qualidade da educação científica na voz dos professores]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rezende]]></surname>
<given-names><![CDATA[Flavia]]></given-names>
</name>
<xref ref-type="aff" rid="A01"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Duarte]]></surname>
<given-names><![CDATA[Márcia Sampaio]]></given-names>
</name>
<xref ref-type="aff" rid="A01"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Schwartz]]></surname>
<given-names><![CDATA[Luziane Beyruth]]></given-names>
</name>
<xref ref-type="aff" rid="A01"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Roberta Comissanha de]]></given-names>
</name>
<xref ref-type="aff" rid="A01"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro Núcleo de Tecnologia Educacional para a Saúde ]]></institution>
<addr-line><![CDATA[ RJ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2011</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2011</year>
</pub-date>
<volume>17</volume>
<numero>02</numero>
<fpage>269</fpage>
<lpage>288</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132011000200002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132011000200002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132011000200002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O objetivo desta pesquisa foi investigar os sentidos de qualidade atribuídos por professores do Ensino Médio ao ensino de ciências. O estudo baseia-se em um grupo focal realizado com nove professores das ciências naturais e de matemática de escolas públicas e privadas da cidade do Rio de Janeiro. A análise do discurso dos professores baseou-se na perspectiva sociocultural de Wertsch, que integra os conceitos fundamentais da filosofia da linguagem de Bakhtin. Inventariamos perspectivas de qualidade presentes nos discursos dos professores e seu diálogo com diferentes linguagens sociais. Apesar das diferenças entre contextos educacionais e linguagens sociais usadas pelos professores, percebemos um sentido negativo de qualidade atribuído por todos eles à educação científica. Assim, os professores enunciam o que seria a suposta qualidade por meio do discurso sobre sua falta. Identificamos tensões que problematizam suas perspectivas de qualidade acerca do currículo, do trabalho docente, da aprendizagem, das tecnologias e da legislação educacional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The purpose of this study was to investigate the meanings of quality attributed by secondary teachers to science education. The study was based in a focal group with nine science teachers from public and private schools of Rio de Janeiro. The discourse analysis was oriented by Wertsch’s sociocultural perspective, which integrates the fundamental concepts of Bakhtin’s philosophy of language. An inventory of the perspectives on quality in the teachers’ discourse was done and their dialogue with different social languages. Despite the differences between educational contexts and between the social languages used by the teachers, we can point to the recurrent meaning of lack of quality, attributed by all the teachers to scientific education. Thus, teachers enunciate what the supposed quality would be through a discourse on its lack. We identified tensions that problematize the perspectives of quality related to curriculum, teachers’ work, learning, technologies and educational policies.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de Ciências]]></kwd>
<kwd lng="pt"><![CDATA[Professores]]></kwd>
<kwd lng="pt"><![CDATA[Análise do Discurso]]></kwd>
<kwd lng="pt"><![CDATA[Qualidade de Ensino]]></kwd>
<kwd lng="en"><![CDATA[Science Education]]></kwd>
<kwd lng="en"><![CDATA[Teachers]]></kwd>
<kwd lng="en"><![CDATA[Discourse Analysis]]></kwd>
<kwd lng="en"><![CDATA[Quality of Teaching]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Qualidade da educa&ccedil;&atilde;o  cient&iacute;fica na voz dos professores.</h2> <h3>Quality of Science Education in teachers&rsquo; voice.</h3>     <p>&nbsp;</p> <h4>Flavia Rezende, M&aacute;rcia  Sampaio Duarte, Luziane Beyruth Schwartz, Roberta Comissanha de Carvalho    <br> </h4> </font>      ]]></body><back>
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