<?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>S1983-21172012000200095</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172013140206</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[HIST&#211;RIA DA FORMA&#199;&#195;O DE PROFESSORES: DI&#193;LOGOS COM A DISCIPLINA ESCOLAR CI&#202;NCIAS NO ENSINO FUNDAMENTAL]]></article-title>
<article-title xml:lang="en"><![CDATA[HISTORY OF THE INITIAL TEACHER TRAINING: DIALOGUES WITH THE SCHOOL SUBJECT SCIENCE IN ELEMENTARY SCHOOL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ayres;]]></surname>
<given-names><![CDATA[Ana Cléa Moreira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<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 do Estado do Rio de Janeiro (UERJ)  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal Fluminense (UFF) Faculdade de Educação ]]></institution>
<addr-line><![CDATA[Niterói RJ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2012</year>
</pub-date>
<volume>14</volume>
<numero>2</numero>
<fpage>95</fpage>
<lpage>107</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172012000200095&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172012000200095&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172012000200095&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O artigo apresenta um estudo hist&#243;rico acerca dos cursos de Licenciatura na &#225;rea de Ci&#234;ncias Naturais no Brasil e, em particular, das propostas de Licenciaturas Curtas implementadas nas d&#233;cadas de 1960-70. Apoiado em referenciais do campo do curr&#237;culo, problematizam-se rela &#231;&#245;es e conflitos que se estabeleceram na proposi&#231;&#227;o das licenciaturas cur tas, relacionando-os com as demandas hist&#243;ricas por escolariza&#231;&#227;o e com as especificidades da disciplina escolar Ci&#234;ncias. A an&#225;lise dos argumentos produzidos no interior da comunidade acad&#234;mica face a essas propostas e sustentados a partir de perspectivas epistemol&#243;gicas e curriculares confli tantes &#233; igualmente apresentada. Argumenta-se que o estudo da forma&#231;&#227;o docente - suas concep&#231;&#245;es e modelos formativos - requer analisar tanto sua dimens&#227;o macrossocial quanto as rela&#231;&#245;es mais espec&#237;ficas que confi guram a disciplina escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The article presents a historical study about the initial teaching training courses of science teachers in Brazil, especially some proposals implemented during the 1960-70, known as "Licenciaturas Curtas". The article discusses the conflicts that happened during the time of the proposals, relating them not only to historical schooling demands, but also to relationships between the courses and the school subject science. The discourses produced within the academic community showing conflicts among epistemological and curricular perspectives are also examined in the article. The historical analysis suggest that the study of the initial teacher training courses - their concepts and educational models - demands to take into consideration not only macro social perspectives but also specific relationships with the school subjects.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação em ciências]]></kwd>
<kwd lng="pt"><![CDATA[história do currículo]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores de ciências.]]></kwd>
<kwd lng="en"><![CDATA[Science education]]></kwd>
<kwd lng="en"><![CDATA[curriculum history]]></kwd>
<kwd lng="en"><![CDATA[initial training of science teachers.]]></kwd>
</kwd-group>
</article-meta>
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