<?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>S1983-21172021000100305</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172021230105</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A REFLEXÃO COLETIVA NA FORMAÇÃO DE PROFESSORES: UMA EXPERIÊNCIA NO CURSO DE LICENCIATURA EM QUÍMICA DA UFVJM]]></article-title>
<article-title xml:lang="es"><![CDATA[LA REFLEXIÓN COLECTIVA EN LA FORMACIÓN DE PROFESORES: UNA EXPERIENCIA EN EL CURSO DE QUÍMICA EN UFVJM]]></article-title>
<article-title xml:lang="en"><![CDATA[COLLECTIVE REFLECTION IN TEACHER EDUCATION: AN EXPERIENCE IN THE CHEMISTRY TEACHER TRAINING COURSE IN UFVJM]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Janerine]]></surname>
<given-names><![CDATA[Aline de Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quadros]]></surname>
<given-names><![CDATA[Ana Luiza de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal dos Vales do Jequitinhonha e Mucuri Departamento de Química &amp; Programa de Pós-graduação em Ensino de Ciências, Matemática e Tecnologia ]]></institution>
<addr-line><![CDATA[Diamantina MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Minas Gerais Departamento de Química &amp; Programa de Pós-graduação em Educação, Conhecimento e Inclusão Social ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>23</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172021000100305&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172021000100305&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172021000100305&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: A percepção de que os egressos do curso de formação de professores, apesar de realizarem estudos teóricos importantes, nem sempre atuam de maneira diferente daquela que seus professores atuavam nos levou a realizar esta investigação. Envolvemos professores de Química em formação na elaboração de aulas a partir de temas do contexto, que foram desenvolvidas em três turmas de instituições do Ensino Médio. Essas aulas foram analisadas coletivamente, em reuniões de avaliação, para que um processo reflexivo acontecesse. Para isso as aulas e as reuniões de avaliação foram gravadas em vídeo. Neste trabalho analisamos as contribuições da reflexão no entendimento do papel do professor em sala de aula. Observamos resultados expressivos em termos de apropriação de estudos teóricos (interações discursivas, natureza da Ciência e relações pedagógicas), realizados com base na prática docente de cada um. Este estudo traz implicações para a formação de professores, principalmente para o estágio curricular.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: La percepción de que los egresados del curso de formación de profesores, a pesar de que realizan importantes estudios teóricos, generalmente no actúan de manera diferente a lo que hicieron sus maestros nos llevó a realizar esta investigación. Involucramos a los profesores de Química en formación en la preparación de clases desde temas del contexto, las cuales se desarrollaron en tres clases de escuelas de secundaria. Se analizaron esas clases en conjunto, en reuniones de evaluación, con el fin de promover el proceso reflexivo. Para ello, se llevaron a cabo grabaciones en video de las clases y las reuniones de evaluación. En este artículo analizaremos las contribuciones de la reflexión para comprender el rol del profesor en las clases. Los resultados fueron expresivos en cuanto a la apropiación de estudios teóricos (interacciones discursivas, naturaleza de las Ciencias y relaciones pedagógicas), realizados con base en la práctica docente de cada uno. Esta investigación trae implicaciones para la formación de profesores, principalmente para la práctica curricular.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: What motivated this investigation is the idea that although students of teacher training courses engage in important theoretical discussions, they do not always act differently from what their teachers used to. Our project placed Chemistry teachers in training into procedures to prepare and develop their own classes based on contextualized themes that were deployed in three classes in High School. These classes were analyzed collectively, in evaluation meetings, seeking to promote a reflective process. For this, the classes and evaluation meetings were recorded in video. In this article we analyze the contributions of the reflective process in understanding the role of the teacher in a classroom. We observed expressive results in the appropriation of their theoretical studies (discursive interactions, nature of Science and pedagogical link-making), based on the teaching performance of each student. This study brings important implications in understanding the teacher formation, mainly for curricular stage.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Processo reflexivo]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação compartilhada]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[Proceso reflexivo]]></kwd>
<kwd lng="es"><![CDATA[Evaluación colectiva]]></kwd>
<kwd lng="en"><![CDATA[training]]></kwd>
<kwd lng="en"><![CDATA[Reflective process]]></kwd>
<kwd lng="en"><![CDATA[Collective evaluation]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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