<?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>S1516-73132012000100006</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação inicial de professores de física: a questão da inclusão de alunos com deficiências visuais no ensino regular]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Maria da Conceição Barbosa]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castro]]></surname>
<given-names><![CDATA[Giselle Faur de]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A06">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A06">
<institution><![CDATA[,UNIGRANRIO  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2012</year>
</pub-date>
<volume>18</volume>
<numero>01</numero>
<fpage>81</fpage>
<lpage>98</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132012000100006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132012000100006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132012000100006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[A partir de inquietações a respeito de alunos deficientes visuais em salas de aula regulares de Física, surgiu a necessidade de se questionarem os futuros professores acerca do assunto em uma disciplina ministrada no período 2009/2 para alunos de licenciatura em Física. O objetivo foi perceber as evoluções apontadas pelos futuros docentes frente ao tema de inclusão de alunos com Deficiência Visual a partir de suas próprias reflexões sobre os debates gerados em aula. Para a coleta de informações, usamos quatro documentos escritos de três alunos que concluíram a disciplina: o questionário respondido no primeiro dia de aula; os "diários de bordo"; os trabalhos finais; e a avaliação do curso. A análise dos dados foi baseada na análise de discurso bakhtiniana. Notamos que os alunos evoluem em suas ideias sobre inclusão, se sensibilizam para as aulas com melhores adequações para deficientes visuais e se propõem a serem professores inclusivos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[From concerns about students with visual impairments in regular classrooms for Physics, arose the necessity to question future teachers about this subject in a course: "Teaching Physics and Social Inclusion", taught in the 2009 second semester, for undergraduate students in Physics. The objective was to perceive the trends suggested by the future teachers, from their own reflections on the debates which emerged in class, about inclusion of visually impaired students. Information was collected from written material among three students who had already completed the course: a questionnaire answered in the first class, a kind of log-book of the class, students' final projects and their course evaluations. Data analysis was based on the Bakhtinian Analysis of Discourse. We noted that the students evolve in their ideas about inclusion, being more sensitive towards the subject, developing more suitable solutions for those with visual disabilities and that they intend to be more inclusive professionals.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Inclusão]]></kwd>
<kwd lng="pt"><![CDATA[Deficiência Visual]]></kwd>
<kwd lng="pt"><![CDATA[Análise de Discurso]]></kwd>
<kwd lng="pt"><![CDATA[Formação Inicial]]></kwd>
<kwd lng="en"><![CDATA[Inclusion]]></kwd>
<kwd lng="en"><![CDATA[Visual Impairment]]></kwd>
<kwd lng="en"><![CDATA[Discourse Analysis]]></kwd>
<kwd lng="en"><![CDATA[Training]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Forma&ccedil;&atilde;o inicial de  professores de f&iacute;sica: a quest&atilde;o da inclus&atilde;o de alunos com defici&ecirc;ncias visuais  no ensino regular.</h2> <h3>Early Training of Physics Teachers: the question of inclusion of  students with visual impairments in mainstream education.</h3>     <p>&nbsp;</p> <h4>Maria da Concei&ccedil;&atilde;o Barbosa  Lima, Giselle Faur de Castro</h4> </font>      ]]></body><back>
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