<?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>S1983-21172006000200111</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172006080203</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ENTRE A QUEIXA E A REFLEX&#195;O: A PROMO&#199;&#195;O DE MUDAN&#199;AS NO DISCURSO DE UM GRUPO DE PROFESSORAS DE CI&#202;NCIAS DO ENSINO FUNDAMENTAL]]></article-title>
<article-title xml:lang="en"><![CDATA[Between the complaint and the reflection: the promotion of changes in the speech of a group of teachers of sciences of basic education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barros]]></surname>
<given-names><![CDATA[Marcelo Alves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arruda]]></surname>
<given-names><![CDATA[Sérgio de Mello]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Laburú]]></surname>
<given-names><![CDATA[Carlos Eduardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Batista]]></surname>
<given-names><![CDATA[Michel Corci]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Andréia Itami da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Maringá Departamento de Física ]]></institution>
<addr-line><![CDATA[Maringá PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual de Londrina Departamento de Física ]]></institution>
<addr-line><![CDATA[Londrina PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2006</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2006</year>
</pub-date>
<volume>8</volume>
<numero>2</numero>
<fpage>111</fpage>
<lpage>120</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172006000200111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172006000200111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172006000200111&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este trabalho tem como objetivo compreender o processo de mudan&#231;as no discurso de um grupo de professoras de ci&#234;ncias do ensino fundamental que participaram de um curso de forma&#231;&#227;o continuada. Ao analisar nossos dados foi poss&#237;vel identificar quatro etapas: a primeira, caracterizou-se por uma situa&#231;&#227;o marcada por uma queixa generalizada; a segunda, pela necessidade de capacita&#231;&#227;o pelas professoras e a supera&#231;&#227;o das defici&#234;ncias de conte&#250;do decorrentes da prec&#225;ria forma&#231;&#227;o no magist&#233;rio; a terceira, por uma &#234;nfase nos aspectos metodol&#243;gicos das atividades de ensino e; a quarta, por um engajamento e uma postura mais reflexiva. Para interpretar nossos resultados utilizamos um esquema heur&#237;stico de orienta&#231;&#227;o psicanal&#237;tica, denominado captura por discursos. Entre as principais conclus&#245;es podemos destacar que para que haja mudan&#231;a do discurso da queixa para a reflex&#227;o o professor deve deslocar-se da castra&#231;&#227;o imagin&#225;ria para a castra&#231;&#227;o simb&#243;lica, abandonando sua posi&#231;&#227;o de impot&#234;ncia e resgatando sua autoridade perdida.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This work has as objective to analyze the speeches of a group of teachers of basic education. When analyzing our data were possible to identify four stages: the first one, was characterized for a situation marked for a generalized complaint; second, for the necessity of qualification for the teachers and the overcoming of the decurrent deficiencies of content of the precarious formation in the teaching; third, for an emphasis in the methodological aspects of the activities of education e; fourth, for an enrollment and a new reflexive position. To interpret our results we use a heuristical project of psychoanalytical orientation, called capture for speeches. Among the main conclusions we can detach that so that has change of the speech of the complaint for the reflection the professor must dislocate itself from the imaginary castration for the symbolic castration, abandoning its position of impotence and rescuing its lost authority.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[ensino de ciências]]></kwd>
<kwd lng="pt"><![CDATA[psicanálise e educação.]]></kwd>
<kwd lng="en"><![CDATA[teachers' education]]></kwd>
<kwd lng="en"><![CDATA[science education]]></kwd>
<kwd lng="en"><![CDATA[psychoanalysis and education.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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