<?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>S1516-73132020000100205</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320200006</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Uma Análise da Constituição de Saberes Relativos ao Ensino de Física Quântica em um Curso de Licenciatura]]></article-title>
<article-title xml:lang="en"><![CDATA[An Analysis of the Constitution of Knowledge Related to the Teaching of Quantum Physics in an Undergraduate Course]]></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[Camargo]]></surname>
<given-names><![CDATA[Leiana]]></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>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>26</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132020000100205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132020000100205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132020000100205&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Professores são profissionais em contínuo desenvolvimento, constituindo ao longo de sua trajetória pessoal e formativa determinados saberes que são mobilizados em sua prática. Nosso objetivo consiste em analisar indícios da constituição de saberes relativos ao ensino de física quântica por estudantes de um curso de licenciatura em física. A inserção da física quântica na educação básica tem sido objeto de estudos que indicam a pertinência de investigações sobre a formação inicial de professores de física, considerando que esta deve propiciar oportunidades para que os envolvidos expressem suas concepções, dificuldades conceituais e discutam sobre estratégias e recursos didáticos. Com base na caracterização de Tardif para os saberes docentes, realizamos uma análise discursiva de entrevistas em profundidade com dois estudantes utilizando pressupostos da análise do discurso francesa. Propomos uma categorização de aspectos relativos a esses saberes, evidenciando suas constituições com posicionamentos críticos dos estudantes sobre conceitos da física quântica e seu ensino.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Theachers are professionals in continuous development, constituting throughout their personal and formative trajectory knowledges that are mobilized in their practices. Our objective is to analyze evidences of the constitution of certain knowledges related to the teaching of quantum physics by undergraduate students. The inclusion of quantum physics in basic education has been object of studies that indicate the need to promote investigations about the initial training of physics&#8217; teachers, considering that this formation should provide opportunities for the students express their conceptions, conceptual difficulties and discuss strategies and didactic resources. Based on Tardif&#8217;s characterization of teaching knowledge, we conducted a discursive analysis of in-depth interviews with two students, using concepts of the French Discourse Analysis. We propose a categorization of aspects related to the constitution of those knowledges and we noted critical positions about concepts of the quantum physics and its teaching.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de física]]></kwd>
<kwd lng="pt"><![CDATA[Física quântica]]></kwd>
<kwd lng="pt"><![CDATA[Análise do discurso]]></kwd>
<kwd lng="pt"><![CDATA[Formação inicial de professores]]></kwd>
<kwd lng="en"><![CDATA[Physics teaching]]></kwd>
<kwd lng="en"><![CDATA[Quantum physics]]></kwd>
<kwd lng="en"><![CDATA[Discourse analysis]]></kwd>
<kwd lng="en"><![CDATA[Teacher&#8217;s initial training]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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