<?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>S1516-73132024000100241</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320240042</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O Proenfis, a sala de aula e o Ensino de Física]]></article-title>
<article-title xml:lang="en"><![CDATA[Proenfis, the classroom, and physics teaching]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernandes]]></surname>
<given-names><![CDATA[Sandro Soares]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vianna]]></surname>
<given-names><![CDATA[Deise Miranda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Colégio Pedro II Departamento de Física ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Oswaldo Cruz  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>30</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132024000100241&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132024000100241&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132024000100241&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste trabalho, apresentamos a investigação dos impactos da participação de professores em um grupo de pesquisa na sua prática em sala de aula. Concentramos na formação de professores de Física, atividades investigativas e abordagens em Ciência-Tecnologia-Sociedade (CTS). Usando pesquisa qualitativa com foco na tematização, entrevistamos professores com o objetivo de responder à pergunta: Há transformações pedagógicas e metodológicas nos professores que participam do grupo de pesquisa Proenfis que modificam o processo de ensino-aprendizagem em suas aulas de Física? Resultados destacam que a vivência colaborativa do grupo promove mudanças na prática pedagógica e a pesquisa em ensino alinhada com o que acontece na sala de aula desempenha papel fundamental na formação de professores reflexivos e desenvolvimento de estudantes mais críticos. Este estudo contribui para o campo da formação de professores de Física, destacando o quanto o Ensino por Investigação e abordagens com foco em CTS desempenham papel fundamental nesse processo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this paper, we present an investigation of the impact of teachers&#8217; participation in a research group on their classroom practice. We focus on physics education, inquiry activities, and science-technology-society (STS) approaches. Using qualitative research emphasizing thematic elements, we interviewed teachers to answer the question: Are there pedagogical and methodological changes in the teachers participating in the Proenfis research group that alter the teaching-learning process in their physics classes? The results show that the collaborative experience within the group promotes changes in pedagogical practice, and that educational research aligned with what happens in the classroom plays a fundamental role in the education of reflective teachers and the development of more critical students. This study contributes to the field of physics education by highlighting and emphasizing how inquiry-based learning and STS-focused approaches play a crucial role in this process.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de física]]></kwd>
<kwd lng="pt"><![CDATA[Formação docente]]></kwd>
<kwd lng="pt"><![CDATA[Grupo de pesquisa]]></kwd>
<kwd lng="pt"><![CDATA[Prática pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[Abordagem CTS]]></kwd>
<kwd lng="en"><![CDATA[Physics teaching]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Research group]]></kwd>
<kwd lng="en"><![CDATA[Teaching practice]]></kwd>
<kwd lng="en"><![CDATA[STS approach]]></kwd>
</kwd-group>
</article-meta>
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