<?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>S1983-21172009000200005</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172009110205</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[EPISTEMOLOGIA, ÉTICA E POLÍTICA NA FORMAÇÃO DE PROFESSORES DE CIÊNCIAS]]></article-title>
<article-title xml:lang="en"><![CDATA[EPISTEMOLOGY, ETHICAL AND POLITICAL IN THE PREPARATION OF SCIENCE TEACHERS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Paulo Sérgio Araújo da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chaves]]></surname>
<given-names><![CDATA[Sílvia Nogueira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Pará Departamento de Ciências Naturais ]]></institution>
<addr-line><![CDATA[Belém PA]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Pará Núcleo de Pesquisa e Desenvolvimento da Educação Matemática e Científica ]]></institution>
<addr-line><![CDATA[Belém PA]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2009</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2009</year>
</pub-date>
<volume>11</volume>
<numero>2</numero>
<fpage>230</fpage>
<lpage>244</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172009000200005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172009000200005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172009000200005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo relata investiga&#231;&#227;o desenvolvida em processo de forma&#231;&#227;o continuada de professores de ci&#234;ncias (das disciplinas Qu&#237;mica, Biologia, F&#237;sica e Ci&#234;ncias da Educa&#231;&#227;o B&#225;sica) no &#226;mbito de um curso de especializa&#231;&#227;o de uma universidade p&#250;blica. Tal investiga&#231;&#227;o consiste em pesquisa narrativa por meio da qual se busca compreender rela&#231;&#245;es entre reflex&#227;o epistemol&#243;gica e forma&#231;&#227;o docente. Procurou-se, particularmente, investigar que tipos de reflex&#245;es os sujeitos-professores constroem a partir da introdu&#231;&#227;o de discuss&#245;es relativas ao processo de produ&#231;&#227;o, valida&#231;&#227;o e apropria&#231;&#227;o social do conhecimento cient&#237;fico e as rela&#231;&#245;es que estabelecem com suas hist&#243;rias de atua&#231;&#227;o e forma&#231;&#227;o pessoal e profissional. A an&#225;lise do material emp&#237;rico produzido sinaliza que dentre os aspectos nos quais o debate epistemol&#243;gico estimulou reflex&#245;es, est&#225; a dimens&#227;o &#233;tico-pol&#237;tica da ci&#234;ncia. Tais reflex&#245;es levaram os professores a reverem seus processos formativos, estabelecendo rela&#231;&#245;es entre produ&#231;&#227;o cient&#237;fica e crit&#233;rios sociais de valida&#231;&#227;o da ci&#234;ncia, como tamb&#233;m a submeterem a an&#225;lise de suas pr&#243;prias pr&#225;ticas educativas a esses crit&#233;rios.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This work is about the investigation developed during the process of continual formation of science teachers (from the subjects of Chemistry, Biology, Physics and Primary School's Sciences) in a public University. This work consists in a research in wich we try to understand the relations between epistemological refletion and teacher formation. We investigate, particularly, what kind of reflections the science teachers have built from the discussions about the process of production and social appropriation of science and the relations that they establish with the stories of their professional forming and performance. The analysis of this material pointed that among all the aspects in wich the epistemological debate simulated reflections the ethical-political dimension of science is always present. Such reflections led them to review their formative processes establishing relations between scientific production and social criterions of validation of science, as well as they accepted to analyse their own educative practices to these criterions.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de professores de ciências]]></kwd>
<kwd lng="pt"><![CDATA[epistemologia da ciência]]></kwd>
<kwd lng="pt"><![CDATA[investigação narrativa]]></kwd>
<kwd lng="pt"><![CDATA[ética e política na ciência e no ensino de ciências.]]></kwd>
<kwd lng="en"><![CDATA[Preparation of science teachers]]></kwd>
<kwd lng="en"><![CDATA[epistemology of science]]></kwd>
<kwd lng="en"><![CDATA[narrative research]]></kwd>
<kwd lng="en"><![CDATA[ethical and political in science and science teaching.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
