<?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[Ciênc. educ. (Bauru)]]></abbrev-journal-title>
<issn>1516-7313</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual Paulista (UNESP)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1516-73132016000100043</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320160010004</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Discursos sobre o currículo oficial do estado de São Paulo no contexto de um curso de formação continuada para professores de Física]]></article-title>
<article-title xml:lang="en"><![CDATA[Discourses about the official curriculum adopted by the state of São Paulo in the context of a continuing education for physics' teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zanotello]]></surname>
<given-names><![CDATA[Marcelo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pires]]></surname>
<given-names><![CDATA[Marcelo Oliveira da Costa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do ABC Centro de Ciências Naturais e Humanas ]]></institution>
<addr-line><![CDATA[Santo André SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2016</year>
</pub-date>
<volume>22</volume>
<numero>1</numero>
<fpage>43</fpage>
<lpage>63</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132016000100043&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132016000100043&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132016000100043&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo, estudamos discursos sobre o curr&#237;culo oficial do Estado de S&#227;o Paulo para a disciplina de F&#237;sica, com base no referencial sobre curr&#237;culo elaborado por Gimeno Sacrist&#225;n e na perspectiva te&#243;rica da An&#225;lise de Discurso (AD) francesa. Na pesquisa de natureza qualitativa, foram analisados documentos oficiais que comp&#245;em o curr&#237;culo e discursos de 23 professores de F&#237;sica da rede p&#250;blica de ensino no contexto de um curso de forma&#231;&#227;o continuada. Os posicionamentos dos professores evidenciam a&#231;&#245;es modeladoras que eles exercem sobre o curr&#237;culo prescrito, com reflexos diretos em suas pr&#225;ticas pedag&#243;gicas. O curso propiciou reflex&#245;es cr&#237;ticas sobre dificuldades que esse grupo de professores enfrenta no trabalho nas escolas em rela&#231;&#227;o ao curr&#237;culo que lhes &#233; apresentado. As an&#225;lises indicam que uma possibilidade para promover uma forma&#231;&#227;o continuada significativa aos professores consiste em propiciar condi&#231;&#245;es para a constitui&#231;&#227;o de discursos que sejam menos autorit&#225;rios e mais pol&#234;micos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this article, we study discourses about the official curriculum adopted by state of Sao Paulo for the area of physics. We based it on Gimeno Sacristan's analysis about the curriculum and within the theoretical perspective of French Discourse Analysis. In this qualitative research official documents that make up the curriculum were analysed and the discourses of 23 physics teachers from state schools in the context of a continuing education program. Teachers' discourses show their actions on the prescribed curriculum, with direct consequences on their teaching practices. The program provided critical reflections about the difficulties of this group of teachers in their work in schools in relation to the curriculum that is presented to them. The analyzes indicate that a possibility to promote a significant continuing education for teachers is provided by conditions for the formation of pedagogical discourses that are less authoritarian and more controversial.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Discurso]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Formação continuada de professores]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Física]]></kwd>
<kwd lng="en"><![CDATA[Discourses]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Teachers' continuing education]]></kwd>
<kwd lng="en"><![CDATA[Physics teaching]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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