<?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>S1516-73132013000200006</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Dialogismo, ensino de física e sociedade: do currículo à prática pedagógica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Catarino]]></surname>
<given-names><![CDATA[Giselle Faur de Castro]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Queiroz]]></surname>
<given-names><![CDATA[Glória Regina Pessôa Campello]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araújo]]></surname>
<given-names><![CDATA[Roberto Moreira Xavier de]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A06">
<institution><![CDATA[,Universidade do Grande Rio  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A06">
<institution><![CDATA[,Universidade Estadual do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A06">
<institution><![CDATA[,Centro Brasileiro de Pesquisas Físicas  ]]></institution>
<addr-line><![CDATA[RJ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2013</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2013</year>
</pub-date>
<volume>19</volume>
<numero>02</numero>
<fpage>307</fpage>
<lpage>322</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132013000200006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132013000200006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132013000200006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[A visão reducionista, implícita no ensino tradicional de Física - o mundo reduzido a partículas -, repercute e embasa uma percepção reducionista da sociedade, como simples soma de indivíduos. Desse modo, podemos entender o significado social e político do currículo e de que forma a escola e as práticas educativas interferem na sociedade. Neste trabalho, faremos a crítica ao atual modelo hegemônico de Ensino de Física e, em particular, ao reducionismo mecanicista, com base em uma compreensão histórica e dialética da relação do simples com o complexo, como o ponto de partida para o conhecimento inter e transdisciplinar; e discutiremos o ensino baseado no dialogismo e na consequente democracia real em sala de aula como caminho para sua conscientização e emancipação dos alunos e do professor. Partiremos da teoria Dialógica de Bakhtin para repensar o ensino de Física, do currículo à prática pedagógica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The reductionist view, implicit in the usual curriculum - that the world can be reduced to particles - reinforces a simplified conception of society as a mere sum of individuals. In this way, curricula acquire political meaning and interfere with society. New approaches including changes in curricula result in a more profound understanding of the dialectical connection between simple and complex systems as a starting point to inter- and trans-disciplinary views of physical sciences and society. Bakhtin’s theory of dialogism implies new pedagogical and more democratic practices involving student participation in a dialogical construction of knowledge as way to building their political consciousness. According to our results we must change both curricula contents, by including the study of emergent proprieties in complex systems and by taking account of historical perspectives, and pedagogical practices in order to form good students, professionals and citizens able to play a significant role in a democratic society.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de Física]]></kwd>
<kwd lng="pt"><![CDATA[Dialogismo]]></kwd>
<kwd lng="pt"><![CDATA[Cidadania]]></kwd>
<kwd lng="pt"><![CDATA[Mikhail Bakhtin]]></kwd>
<kwd lng="en"><![CDATA[Physics Teaching]]></kwd>
<kwd lng="en"><![CDATA[Dialogism]]></kwd>
<kwd lng="en"><![CDATA[Citizenship]]></kwd>
<kwd lng="en"><![CDATA[Mikhail Bakhtin]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Dialogismo,  ensino de f&iacute;sica e sociedade: do curr&iacute;culo &agrave; pr&aacute;tica pedag&oacute;gica.</h2> <h3>Dialogism, physics teaching and society: from  curriculum to pedagogical practice.</h3>     <p>&nbsp;</p> <h4>Giselle  Faur de Castro Catarino, Gl&oacute;ria Regina Pess&ocirc;a Campello Queiroz, Roberto  Moreira Xavier de Ara&uacute;jo</h4> </font>      ]]></body><back>
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