<?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]]></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>S1516-73132011000400005</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O desenvolvimento de atividades práticas na escola: um desafio para os professores de ciências]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Andrade]]></surname>
<given-names><![CDATA[Marcelo Leandro Feitosa de]]></given-names>
</name>
<xref ref-type="aff" rid="A01"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Massabni]]></surname>
<given-names><![CDATA[Vânia Galindo]]></given-names>
</name>
<xref ref-type="aff" rid="A02"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Instituto Chico Mendes  ]]></institution>
<addr-line><![CDATA[Piracicaba SP]]></addr-line>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade de São Paulo , Escola Superior de Agricultura “Luiz de Queiroz” Departamento de Economia, Administração e Sociologia]]></institution>
<addr-line><![CDATA[Piracicaba SP]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2011</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2011</year>
</pub-date>
<volume>17</volume>
<numero>04</numero>
<fpage>835</fpage>
<lpage>854</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132011000400005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132011000400005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132011000400005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[As atividades práticas contribuem para o interesse e a aprendizagem em Ciências, especialmente quando investigativas e problematizadoras. Assim, o objetivo foi entender como professores de Ciências do Ensino Fundamental percebem estas atividades, bem como saber se são por eles utilizadas e os motivos para o seu uso/não uso no cotidiano da escola. Para isso, entrevistamos professoras de Ciências, que indicaram raramente utilizar atividades práticas e terem dificuldades nesta utilização. Quando o fazem, é após aulas teóricas, para apenas ilustrar a teoria . Justificam raramente recorrerem a tais atividades pela insegurança, falta de apoio e infraestrutura da escola. As professoras afirmam valorizar as atividades práticas, mas as percebem apenas como complemento para as aulas teóricas. Entendem serem necessárias mais atividades práticas, porém ficam angustiadas por não conseguirem desenvolvê-las nas condições de trabalho. Considerando as dificuldades apontadas, são oferecidas sugestões para se promoverem estas atividades no sistema público de ensino brasileiro.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Practical activities contribute to interest and learning in Science, especially when they require investigation and problematization. So, the goal of the study was to understand how Science teachers in Fundamental Education perceive these activities and also to know if there are applied and the reasons for their use/not use in everyday schooling. The study interviewed Science teachers, who had indicated difficulties and who used practical activities rarely. When they are used, it happens after theoretical study, to illustrate theory only. Teachers justify rarely using these practices because they feel insecure and they do not have school structure and human support. Teachers value practical activities but perceive practical activities only as complementary to theoretical classes. Teachers understand the necessity for more practical activities, but feel anguish because they do not make it happen. The researchers considered difficulties expressed by teachers and give some suggestions to encourage practical activities in Brazilian educational public system.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino Fundamental]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Ciências]]></kwd>
<kwd lng="pt"><![CDATA[Prática de Ensino]]></kwd>
<kwd lng="en"><![CDATA[Science Education]]></kwd>
<kwd lng="en"><![CDATA[Teacher Practice]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>O desenvolvimento de  atividades pr&aacute;ticas na escola: um desafio para os professores de ci&ecirc;ncias.</h2> <h3>Practical activities development: a challenge to science teachers.</h3>     <p>&nbsp;</p> <h4>Marcelo Leandro Feitosa de  Andrade, V&acirc;nia Galindo Massabni    <br> </h4> </font>      ]]></body><back>
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