<?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>1983-9278</journal-id>
<journal-title><![CDATA[Eccos Revista Científica]]></journal-title>
<abbrev-journal-title><![CDATA[Eccos Rev. Cient.]]></abbrev-journal-title>
<issn>1983-9278</issn>
<publisher>
<publisher-name><![CDATA[Universidade Nove de Julho - UNINOVE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-92782019000400100</article-id>
<article-id pub-id-type="doi">10.5585/eccos.n51.8703</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[RELAÇÃO TEORIA E PRÁTICA NA ELABORAÇÃO DE SABERES DOCENTES NO CURSO DE LICENCIATURA EM FÍSICA]]></article-title>
<article-title xml:lang="en"><![CDATA[THEORY AND PRACTICE RELATIONS IN THE PROCESSES OF TEACHEREDUCATION IN BASIC EDUCATION]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Priscila Juliana da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Romanowski]]></surname>
<given-names><![CDATA[Joana Paulin]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Pura Lúcia Oliver]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Paraná, Pontifícia Universidade Católica do Paraná Instituto Federal de Santa Catarina ]]></institution>
<addr-line><![CDATA[Jaraguá do Sul SC]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo, Pontifícia Universidade Católica do Paraná Centro Universitário Internacional ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de São Paulo, Pontifícia Universidade Católica do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<numero>51</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-92782019000400100&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-92782019000400100&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-92782019000400100&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo analisa a relação teoria e prática no processo de elaboração de saberes na formação do professor de Física. A finalidade é compreender as concepções dessa relação expressas nas práticas formativas. Toma por base os resultados de uma pesquisa qualitativa realizada em um curso de Licenciatura em Física, no uso de metodologia de abordagem qualitativa vazada em dados obtidos por meio de entrevistas semiestruturadas com professores do curso e análise documental do Projeto Pedagógico de Curso e do Regulamento da Prática Pedagógica. A análise dos dados toma a proposta de Bardin (1999), atendendo os passos de pré-análise, descrição analítica e interpretação referencial. As conclusões apontam que as práticas formativas na Licenciatura em Física expressam contradições entre o projeto do curso e os saberes elaborados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article analyzes the relation theory and practice in the process of elaboration of knowledge in the formation of the physics teacher. The purpose is to understand the conceptions of this relationship expressed in the formative practices. It is based on the results of a qualitative research carried out in an Undergraduate in Physics. The methodology is qualitative approach with data obtained through semistructured interviews with course teachers and documentary analysis of the Pedagogical Course Project and the Pedagogical Practice Regulation. The analysis of the data takes the proposal of Bardin (1999) taking the steps of pre-analysis, analytical description and referential interpretation. The conclusions point out that the formative practices in the Undergraduate in Physics express contradictions between the project of the course and the elaborated knowledge.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Licenciatura em Física]]></kwd>
<kwd lng="pt"><![CDATA[Relação Teoria e Prática]]></kwd>
<kwd lng="pt"><![CDATA[Saberes Docentes.]]></kwd>
<kwd lng="en"><![CDATA[Teacher Education]]></kwd>
<kwd lng="en"><![CDATA[Undergraduate in Physics]]></kwd>
<kwd lng="en"><![CDATA[Theory and Practice Relationship]]></kwd>
<kwd lng="en"><![CDATA[Teacher Knowledge.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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