<?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>2176-6681</journal-id>
<journal-title><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></journal-title>
<abbrev-journal-title><![CDATA[R. Bras. Est. Pedag.]]></abbrev-journal-title>
<issn>2176-6681</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2176-66812020000100146</article-id>
<article-id pub-id-type="doi">10.24109/2176-6681.rbep.101i257.4377</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação inicial de professores de Física no Brasil e em Portugal: uma análise comparativa de modelos de formação]]></article-title>
<article-title xml:lang="en"><![CDATA[Initial training of the Physics teacher in Brazil and Portugal: a comparative analysis of training models]]></article-title>
<article-title xml:lang="es"><![CDATA[Formación inicial de profesores de Física en el Brazil y en Portugal: un análisis comparativo de modelos de formación]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cachapuz]]></surname>
<given-names><![CDATA[António Francisco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Shigunov Neto]]></surname>
<given-names><![CDATA[Alexandre]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[André Coelho da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Aveiro (UA).  ]]></institution>
<addr-line><![CDATA[Aveiro Aveiro]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de East Anglia  ]]></institution>
<addr-line><![CDATA[Norfolk East Anglia]]></addr-line>
<country>Reino Unido</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Federal de Educação Ciência e Tecnologia de São Paulo (IFSP)  ]]></institution>
<addr-line><![CDATA[Itapetininga São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Estadual de Maringá (UEM).  ]]></institution>
<addr-line><![CDATA[Maringá Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Instituto Federal de Educação Ciência e Tecnologia de São Paulo (IFSP)  ]]></institution>
<addr-line><![CDATA[Itapetininga São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Universidade Estadual de Campinas (Unicamp).  ]]></institution>
<addr-line><![CDATA[Campinas São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<volume>101</volume>
<numero>257</numero>
<fpage>146</fpage>
<lpage>163</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812020000100146&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812020000100146&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812020000100146&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O estudo de modelos educativos estrangeiros pode auxiliar a compreensão dos modelos do nosso País. Tendo como referencial os ciclos de contextos de Stephen Ball, o objetivo deste trabalho é contribuir para a reflexão crítica sobre singularidades, similaridades e diferenças dos modelos de formação inicial de professores de Física no Brasil e em Portugal, investindo na sua compreensão com um sentido não normativo e não prescritivo. A pesquisa seguiu uma perspectiva de estudo de caso múltiplo, abordando os contextos de formação e arquitetura, bem como a organização científico-pedagógica dos cursos em relação às dimensões: abrangência curricular, articulação entre teoria e prática, abertura curricular, fomento à investigação e interdisciplinaridade. Em ambos os casos, emerge uma visão economicista da formação, embora sua incidência na arquitetura de formação seja diversa. Em Portugal, faz-se por meio de um mestrado sequencial de Bolonha, e, no Brasil, por meio de mecanismos de precarização e flexibilização profissional, ainda que uma perspectiva integradora se faça presente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Studying foreign education models can aid in the comprehension of models in our own country. Based on the Stephen Ball&#8217;s context cycles framework, this study aims to contribute to the critical reflection on singularities, similarities and differences of initial models to train physics teachers in Brazil and Portugal, investing in understanding them without a normative and prescriptive sense. The research followed a perspective of multiple case study, approaching the contexts of design and training, as well as the scientific-pedagogical organization of the courses in relation to the dimensions: curricular comprehensiveness, articulation theory/practice, curricular opening, fostering research and interdisciplinarity. In both countries, economicist trends of training emerge, though with different implications over the design of the training. In Portugal, training is carried through a sequential master's degree in Bologna, while in Brazil, through making precarious and flexible the teaching profession, although the integrative perspective is making its way.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El estudio de modelos educativos extranjeros puede ayudar a comprender los modelos de nuestro país. Teniendo como referencia los ciclos de contextos de Stephen Ball, el objetivo de este trabajo es contribuir a la reflexión crítica sobre las singularidades, similitudes y diferencias de los modelos de formación inicial de profesores de Física en Brasil y en Portugal, invirtiendo en su comprensión con un sentido no normativo y no prescriptivo. La investigación siguió una perspectiva de estudio de caso múltiple, abordando los contextos de formación y arquitectura, así como la organización científico-pedagógica de los cursos en relación con las dimensiones: cobertura curricular, articulación entre teoría y práctica, apertura curricular, fomento de la investigación e interdisciplinariedad. En ambos casos, emerge una visión economicista de la formación, aunque su incidencia en la arquitectura de formación sea diversa. En Portugal, se realiza por medio de una maestría secuencial de Bolonia, y, en Brasil, por medio de mecanismos de precariedad y flexibilidad profesional, incluso si existe una perspectiva integradora.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[curso de licenciatura]]></kwd>
<kwd lng="pt"><![CDATA[educação comparada]]></kwd>
<kwd lng="pt"><![CDATA[modelo de formação docente]]></kwd>
<kwd lng="en"><![CDATA[comparative education]]></kwd>
<kwd lng="en"><![CDATA[teacher-training degree]]></kwd>
<kwd lng="en"><![CDATA[teacher training model]]></kwd>
<kwd lng="es"><![CDATA[curso de licenciatura]]></kwd>
<kwd lng="es"><![CDATA[educación comparada]]></kwd>
<kwd lng="es"><![CDATA[modelo de formación docente]]></kwd>
</kwd-group>
</article-meta>
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