<?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>2177-6059</journal-id>
<journal-title><![CDATA[Roteiro]]></journal-title>
<abbrev-journal-title><![CDATA[Roteiro]]></abbrev-journal-title>
<issn>2177-6059</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Oeste de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-60592020000100515</article-id>
<article-id pub-id-type="doi">10.18593/r.v45i0.21311</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Fontes sociais do conhecimento físico: uma investigação com professores graduados em ciências biológicas]]></article-title>
<article-title xml:lang="en"><![CDATA[Social sources of physics&#8217; knowledge: an investigation with teachers graduated in biological sciences]]></article-title>
<article-title xml:lang="es"><![CDATA[Fuentes sociales del conocimiento físico: una investigación con profesores con graduación en ciencias biológicas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Alexandre Leite dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lopes]]></surname>
<given-names><![CDATA[Suzana Gomes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Takahashi]]></surname>
<given-names><![CDATA[Eduardo Kojy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Piauí Curso de Licenciatura em Educação do Campo/Ciências da Natureza ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Piauí Curso de Licenciatura em Educação do Campo/Ciências da Natureza ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Uberlândia Programa de Pós-graduação em Educação Programa de Pós-graduação em Ensino de Ciências e Matemática ]]></institution>
<addr-line><![CDATA[ ]]></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>45</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-60592020000100515&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-60592020000100515&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-60592020000100515&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo teve por objetivo ampliar a compreensão sobre a formação e os saberes dos professores de Ciências com relação ao conhecimento físico a partir dos sentidos atribuídos por eles às suas experiências formativas e da identificação das fontes sociais do seu conhecimento. Para isso, foi desenvolvida uma investigação narrativa com quatro professores de Ciências dos anos finais do Ensino Fundamental de escolas públicas de um município mineiro. A interpretação das narrativas aponta que os professores de Ciências participantes da pesquisa tiveram acesso a uma série de fontes sociais para a construção dos conhecimentos físicos utilizados em sua prática docente, sendo apontadas como mais significantes a formação escolar antes da graduação, a formação profissional continuada, as &#8220;ferramentas&#8221; de ensino e a experiência profissional. Os resultados apontam que há fragilidades na formação profissional inicial docente para o ensino de Física no Ensino Fundamental em Cursos de Licenciatura em Ciências Biológicas. Entretanto, as outras fontes sociais citadas também possuem fragilidades. Por isso, aponta-se neste estudo a importância da formação continuada para suprir a carência de conhecimentos físicos e o desenvolvimento da reflexão crítica de professores de Ciências para atuarem como atores sociais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article aims to broaden the understanding of the training and knowledge of science teachers in relation to physical knowledge from the meanings attributed by them to their formative experiences and the identification of the social sources of their knowledge. For this, a narrative research was conducted with four science teachers of the Middle School from public schools in one city in Minas Gerais. The interpretation of the narratives indicates that science teachers participating in the research had access to a number of social sources for the construction of the physical knowledge used in their teaching practice, being indicated as more significant the secondary school, the continuing education, the &#8220;tools&#8221; of education, and the professional experience. The results indicate that there are weaknesses in the initial training in Biological Sciences courses for the physics teaching in the Middle School. However, the other social sources mentioned also have weaknesses. Therefore, this study points to the importance of the continuing education to overcome the lack of physics knowledge and the development of critical reflection of science teachers to act as social actors.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo tiene por objetivo ampliar la compresión sobre la formación y los saberes de los profesores de Ciencias con relación al conocimiento físico a partir de los sentidos atribuidos por los mismos a sus experiencias formativas y de la identificación de las fuentes sociales de su conocimiento. Para ello, se desarrolló una investigación narrativa con cuatro profesores de Ciencias de la educación primaria de escuelas públicas de un municipio del Estado de Minas Gerais. La interpretación de las narrativas apunta que los profesores de Ciencias participantes de la investigación tuvieron acceso a una serie de fuentes sociales para la construcción de los conocimientos físicos utilizados en su práctica docente, siendo señaladas como más significativas la formación escolar antes de la graduación, la formación profesional continuada, las "herramientas" de enseñanza, y la experiencia profesional. Los resultados apuntan que hay fragilidades en la formación profesional inicial docente para la enseñanza de Física en la educación primaria en la Licenciatura en Ciencias Biológicas. Sin embargo, las otras fuentes sociales citadas también pueden tener fragilidades. Por eso, se apunta en ese estudio la importancia de la formación continuada para suplir la carencia de conocimientos físicos y el desarrollo de la reflexión crítica de profesores de Ciencias para actuar como actores sociales.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de Física]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Ciências]]></kwd>
<kwd lng="pt"><![CDATA[Saberes docentes]]></kwd>
<kwd lng="pt"><![CDATA[Fontes de conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Fundamental.]]></kwd>
<kwd lng="en"><![CDATA[Physics teaching]]></kwd>
<kwd lng="en"><![CDATA[Science teaching]]></kwd>
<kwd lng="en"><![CDATA[Teacher&#8217;s knowledge]]></kwd>
<kwd lng="en"><![CDATA[Sources of knowledge]]></kwd>
<kwd lng="en"><![CDATA[Middle Schools.]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de Física]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de Ciencias]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento docente]]></kwd>
<kwd lng="es"><![CDATA[Fuentes del conocimiento]]></kwd>
<kwd lng="es"><![CDATA[Educación primaria.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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