<?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>S1516-73132013000200010</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Bioética e ensino de ciências: o tratamento de temas controversos- dificuldades apresentadas por futuros professores de ciências e de biologia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Paulo Fraga da]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Krasilchik]]></surname>
<given-names><![CDATA[Myriam]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A10">
<institution><![CDATA[,Universidade Presbiteriana Mackenzie  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A10">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></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>379</fpage>
<lpage>392</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132013000200010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132013000200010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132013000200010&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O presente estudo tem como objetivo analisar como os licenciandos lidam com temas controversos que poderiam ser discutidos com seus futuros alunos, sobretudo a metodologia a ser utilizada em sala de aula. O percurso metodológico consistiu na aplicação e análise de um questionário com questões abertas, relacionadas a quatro casos com conteúdos dilemáticos aplicados a 32 licenciandos de Ciências e Biologia, pertencentes a três Instituições de Ensino Superior do município de São Paulo. Os dados apontaram que os licenciandos conseguem perceber conflitos éticos nos casos, porém não explicitam as estratégias de como abordá-los. Para os licenciandos, o professor tem um papel central, como expositor dos temas. Assim, a formação inicial pouco tem contribuído na instrumentalização dos futuros professores no exercício de tomada de posição e o convívio com a divergência. Destaca-se a importância da Bioética na socialização do debate científico e como um valioso instrumento metodológico no ensino de Ciências.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The present study focused on analyzing how apprentice teachers deal with controversial themes which could be discussed with their students-to-be, and the methodological approach to be used in addressing them. The methodology consisted of the application and analysis of an open- ended questionnaire, related to four cases with controversial contents applied to 32 apprentice teachers of science and biology from three Universities in the city of São Paulo. The data showed that the apprentice teachers are able to notice ethical conflicts in the cases, although they do not explicit strategies on how to approach them. For them, the teacher has a central role as the one who exposes the themes. Thus, the initial training has not contributed in providing future teachers the ability to position themselves when dealing with differences of opinion. One should point out the importance of Bioethics in the scientific debate about socialization and its value as a methodological instrument in Science teaching.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de Ciências]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Biologia]]></kwd>
<kwd lng="pt"><![CDATA[Bioética]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Temas Controversos]]></kwd>
<kwd lng="pt"><![CDATA[Cidadania]]></kwd>
<kwd lng="en"><![CDATA[Science Teaching]]></kwd>
<kwd lng="en"><![CDATA[Biology Teaching]]></kwd>
<kwd lng="en"><![CDATA[Bioethics]]></kwd>
<kwd lng="en"><![CDATA[Teacher Formation]]></kwd>
<kwd lng="en"><![CDATA[Controversial Themes]]></kwd>
<kwd lng="en"><![CDATA[Citizenship]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Bio&eacute;tica  e ensino de ci&ecirc;ncias: o tratamento de temas controversos&ndash; dificuldades  apresentadas por futuros professores de ci&ecirc;ncias e de biologia.</h2> <h3>Bioethics and science education: how to deal with  controversial themes&ndash; the difficulties of future science and biology teachers.</h3>     <p>&nbsp;</p> <h4>Paulo  Fraga da Silva, Myriam Krasilchik</h4> </font>      ]]></body><back>
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<ref id="B1">
<nlm-citation citation-type="journal">
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<volume>26</volume>
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</nlm-citation>
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<nlm-citation citation-type="journal">
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</back>
</article>
