<?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>S1983-21172010000100063</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172010120105</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ANÁLISE DAS REFLEXÕES DA PROFESSORA DE CIÊNCIAS SOBRE A SUA RELAÇÃO COM OS ALUNOS E IMPLICAÇÕES PARA A PRÁTICA EDUCATIVA]]></article-title>
<article-title xml:lang="en"><![CDATA[ANALYSIS OF THE SCIENCE TEACHER'S REFLECTIONS ABOUT HER RELATIONSHIP WITH THE STUDENTS AND IMPLICATIONS ON THE EDUCATIONAL PRACTICE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosa-Silva]]></surname>
<given-names><![CDATA[Patrícia de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Júnior]]></surname>
<given-names><![CDATA[Álvaro Lorencini]]></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-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Londrina Departamento de Biologia Geral ]]></institution>
<addr-line><![CDATA[Londrina PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<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>04</month>
<year>2010</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2010</year>
</pub-date>
<volume>12</volume>
<numero>1</numero>
<fpage>63</fpage>
<lpage>82</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172010000100063&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172010000100063&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172010000100063&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Neste trabalho enfocamos as reflex&#245;es de dimens&#227;o discente de uma professora de Ci&#234;ncias. Para a coleta de dados, realizamos uma parceria colaborativa entre a pesquisadora e a professora, durante as horas/atividade na escola. Utilizamos a autoscopia trif&#225;sica como estra t&#233;gia de forma&#231;&#227;o continuada, que possibilitou &#224; professora refletir sobre a pr&#225;tica nas fases pr&#233;-ativa e p&#243;s-ativa, ou seja, antes e depois de ela ter desenvolvido as aulas (fase interativa). Apresentamos os dados da fase p&#243;s-ativa analisados &#224; luz do referencial te&#243;rico sobre o conceito de pr&#225;tica reflexiva, segundo Sch&#246;n (1997, 2000). As reflex&#245;es da professora demonstram que ela buscou avaliar a pr&#225;tica educativa mediante questionamentos, proposi&#231;&#227;o de solu&#231;&#245;es e reestrutura&#231;&#227;o de a&#231;&#245;es que a levariam a dissolver os preconceitos que criou contra os alunos para melhorar sua a&#231;&#227;o docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[In this work, we focus on the students dimension reflections of a Science teacher. For the data collection, a partnership between the researcher and the teacher was established, along with the school activity hours. We have used the triphasic autoscopy as a strategy for the educa tional development, which allowed the teacher to reflect on the pre-active and post-active phases, i.e., after and before she taught the classes (inter active phase). We presented the post-active data analyzed under the light of the theoretical reference on the reflexive practice concept, according to Sch&#246;n (1997, 2000). The teacher's reflections showed that she tried to evaluate the educational practice by means of inquiring, proposition of solutions and action restructuring, which led her overcome the prejudices she had against the students thus improving her teaching practices.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de ciências]]></kwd>
<kwd lng="pt"><![CDATA[formação continuada na escola]]></kwd>
<kwd lng="pt"><![CDATA[reflexão sobre a prática.]]></kwd>
<kwd lng="en"><![CDATA[Science teaching]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[reflection upon practices.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
