<?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>1983-2117</journal-id>
<journal-title><![CDATA[Ensaio Pesquisa em Educação em Ciências]]></journal-title>
<abbrev-journal-title><![CDATA[Ens. Pesqui. Educ. Ciênc]]></abbrev-journal-title>
<issn>1983-2117</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-21172000000200005</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172000020206</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[FORMAÇÃO CONTINUADA E DESENVOLVIMENTO PROFISSIONAL DE PROFESSORES DE CIÊNCIAS: ANOTAÇÕES DE UM PROJETO]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Selles]]></surname>
<given-names><![CDATA[Sandra Escovedo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal Fluminense Faculdade de Educação Espaço UFF de Ciências]]></institution>
<addr-line><![CDATA[Niterói RJ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2000</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2000</year>
</pub-date>
<volume>2</volume>
<numero>2</numero>
<fpage>209</fpage>
<lpage>229</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172000000200005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172000000200005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172000000200005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo discute algumas contribui&#231;&#245;es de um projeto de educa&#231;&#227;o continuada para o desenvolvimento profissional de professores de Ci&#234;ncias. Partindo de uma discuss&#227;o presente na literatura onde se cunhou a terminologia "formadores de formadores", analisa-se o papel multiplicador dos seus participantes, coordenando a&#231;&#245;es educativas regionais voltadas a professores de Ci&#234;ncias. S&#227;o discutidas diferentes dimens&#245;es de desenvolvimento profissional, metodol&#243;gica e institucionalmente consideradas, com especial &#234;nfase, ao que poderia ser tomado como indicadores de desenvolvimento profissional. Sugere-se que programas de forma&#231;&#227;o continuada que valorizem a participa&#231;&#227;o docente e reconhe&#231;am o papel multiplicador do professor s&#227;o, potencialmente, capazes de contribuir para o seu desenvolvimento profissional. O artigo termina por argumentar que a forma&#231;&#227;o continuada de professores, como meio de alimentar o processo de desenvolvimento profissional, deve assentar-se sob uma base pedag&#243;gica, que permita a atualiza&#231;&#227;o e amplia&#231;&#227;o do conhecimento cient&#237;fico-educacional, e uma base pol&#237;tico-profissional que inclua estrat&#233;gias de reformula&#231;&#227;o d as condi&#231;&#245;es da profiss&#227;o docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article discusses the contributions to the professional development of science teachers from an In-Service programme. An analysis of the participants' multiplying role, within a project, is made. Different dimensions of professional development are discussed. It has taken into consideration both the methodological and institutional approach and what can be considered as professional growth indicators. The results of the project have shown that its approach is potentially capable of reducing the gap between school and academic languages and also, to contribute to teacher professional development. We argue that teachers' continuing education as a means of fostering professional development, rests upon, both a pedagogical basis, and a political-professional one.]]></p></abstract>
</article-meta>
</front><back>
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<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>1983-2117</journal-id>
<journal-title><![CDATA[Ensaio Pesquisa em Educação em Ciências]]></journal-title>
<abbrev-journal-title><![CDATA[Ens. Pesqui. Educ. Ciênc]]></abbrev-journal-title>
<issn>1983-2117</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-21172000000200005</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172000020206</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[FORMAÇÃO CONTINUADA E DESENVOLVIMENTO PROFISSIONAL DE PROFESSORES DE CIÊNCIAS: ANOTAÇÕES DE UM PROJETO]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Selles]]></surname>
<given-names><![CDATA[Sandra Escovedo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal Fluminense Faculdade de Educação Espaço UFF de Ciências]]></institution>
<addr-line><![CDATA[Niterói RJ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2000</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2000</year>
</pub-date>
<volume>2</volume>
<numero>2</numero>
<fpage>209</fpage>
<lpage>229</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172000000200005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172000000200005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172000000200005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo discute algumas contribui&#231;&#245;es de um projeto de educa&#231;&#227;o continuada para o desenvolvimento profissional de professores de Ci&#234;ncias. Partindo de uma discuss&#227;o presente na literatura onde se cunhou a terminologia "formadores de formadores", analisa-se o papel multiplicador dos seus participantes, coordenando a&#231;&#245;es educativas regionais voltadas a professores de Ci&#234;ncias. S&#227;o discutidas diferentes dimens&#245;es de desenvolvimento profissional, metodol&#243;gica e institucionalmente consideradas, com especial &#234;nfase, ao que poderia ser tomado como indicadores de desenvolvimento profissional. Sugere-se que programas de forma&#231;&#227;o continuada que valorizem a participa&#231;&#227;o docente e reconhe&#231;am o papel multiplicador do professor s&#227;o, potencialmente, capazes de contribuir para o seu desenvolvimento profissional. O artigo termina por argumentar que a forma&#231;&#227;o continuada de professores, como meio de alimentar o processo de desenvolvimento profissional, deve assentar-se sob uma base pedag&#243;gica, que permita a atualiza&#231;&#227;o e amplia&#231;&#227;o do conhecimento cient&#237;fico-educacional, e uma base pol&#237;tico-profissional que inclua estrat&#233;gias de reformula&#231;&#227;o d as condi&#231;&#245;es da profiss&#227;o docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article discusses the contributions to the professional development of science teachers from an In-Service programme. An analysis of the participants' multiplying role, within a project, is made. Different dimensions of professional development are discussed. It has taken into consideration both the methodological and institutional approach and what can be considered as professional growth indicators. The results of the project have shown that its approach is potentially capable of reducing the gap between school and academic languages and also, to contribute to teacher professional development. We argue that teachers' continuing education as a means of fostering professional development, rests upon, both a pedagogical basis, and a political-professional one.]]></p></abstract>
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