<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442019000100045</article-id>
<article-id pub-id-type="doi">10.5902/1984644435387</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Políticas de Avaliação e o Desenvolvimento Profissional do Professor de Ciências]]></article-title>
<article-title xml:lang="en"><![CDATA[Assessment Policies and Professional Development of the Science Teacher]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Garcia]]></surname>
<given-names><![CDATA[Paulo Sérgio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bizzo]]></surname>
<given-names><![CDATA[Nelio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosa]]></surname>
<given-names><![CDATA[Sanny Silva da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Municipal de São Caetano do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo Faculdade de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de São Caetano do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</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>
<volume>44</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442019000100045&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442019000100045&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442019000100045&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este estudo analisa a percepção de professores de Ciências que atuam nos anos finais do ensino fundamental sobre seu desenvolvimento profissional, considerando as reformas nacionais realizadas na Educação das últimas décadas, sobretudo a implantação das Avaliações de Larga-Escala (ALEs). A teoria fundamentada foi usada como abordagem metodológica para coletar dados com esses profissionais (N=77), na região do grande ABC Paulista, uma das mais ricas do Brasil, situada na região metropolitana do estado de São Paulo. Os dados revelaram que, após a implantação das ALEs, a oferta de formação de professores se tornou ainda mais desregulada, afetando o desenvolvimento profissional dos professores de Ciências. Essas políticas têm estabelecido um contexto de inequidade de formação e de possibilidades profissionais dentro dos municípios, e o mais agravante, dentro da própria escola. Secretarias, Diretorias de Educação e escolas oferecem maiores oportunidades, recursos e tempos para a formação docente nas áreas de português e matemática. Esse quadro de desalinhamento da formação iniciou-se após a implementação das reformas nacionais. Os resultados desta pesquisa podem ser utilizados no contexto das universidades, nos cursos de formação de professores e diretores e junto às secretarias de educação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study analyzes the perception of science teachers who work in the final years of elementary education (students from 11 to 14 years old) on their professional development, considering the national reforms in Education of the last decades, especially the implementation of the Large-Scale Assessments (LEAs). The grounded theory was used as a methodological approach to collect data with these professionals (N = 77), in the region of the great ABC Paulista, one of the richest in Brazil, located in the metropolitan region of the state of São Paulo. The data revealed that, after the implementation of the LEAs, the provision of teacher education became even more deregulated, affecting the professional development of science teachers. These policies have established a context of inequality of teacher education and professional possibilities within the municipalities, and the most aggravating, within the school itself. Departments and Directories of education and schools are offering greater opportunities, resources and time for teacher education in the areas of Portuguese and mathematics. This misalignment of teacher education began after the implementation of the national reforms. The results of this research can be used in the context of universities, in the courses of teacher and principals&#8217; education and along to departments of education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Avaliação em Larga-Escala]]></kwd>
<kwd lng="pt"><![CDATA[Professores de Ciências]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento Profissional]]></kwd>
<kwd lng="en"><![CDATA[Large-Scale Assessments]]></kwd>
<kwd lng="en"><![CDATA[Science teachers]]></kwd>
<kwd lng="en"><![CDATA[Professional development]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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