<?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>S2177-60592021000102015</article-id>
<article-id pub-id-type="doi">10.18593/r.v46i.23827</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Currículo de Ciências: a alquimia das disciplinas escolares e a produção da autonomia docente]]></article-title>
<article-title xml:lang="en"><![CDATA[Science curriculum: alchemy of school subjects and production of teaching autonomy]]></article-title>
<article-title xml:lang="es"><![CDATA[Currículo de ciencias: alquimia de las asignaturas escolares y producción de autonomía docente]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Marcia Serra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gomes]]></surname>
<given-names><![CDATA[Maria Margarida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro Programa de Pós-graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro Programa de Pós-graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>46</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-60592021000102015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-60592021000102015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-60592021000102015&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O trabalho investiga a produção do currículo da disciplina escolar Ciências em uma escola municipal que recebe licenciandos de Ciências Biológicas da Universidade Federal do Rio de Janeiro para as atividades de estágio supervisionado. Focaliza, especialmente, o modo como licenciandos se constituem professores em meio à experiência de produzir esse currículo. Para realizar essa tarefa, associamos as nossas observações durante o estágio supervisionado com a realização de uma roda de conversa com os licenciandos que atuaram, durante o ano de 2019, em uma instituição escolar específica. No diálogo com Michel Foucault e Thomas Popkewitz, investimos na ideia de que os processos alquímicos que transformam as ciências de referência em conhecimentos escolares também produzem, simultaneamente, os professores bons e adequados (assim como os não tão bons e pouco adequados) para ensiná-los. Na análise, percebemos o quanto a noção de autonomia docente foi assumida como central no processo formativo, em um movimento que articulou a construção curricular em torno dos conhecimentos, materiais didáticos e avaliações. Aspectos como o uso de atividades práticas e a criatividade foram enunciados como participando da constituição desse bom professor, capaz de ressignificar a escola pública e seus sujeitos e de subverter os modos de regulação e controle impostos pelas políticas centralizadas. No processo formativo, além dos conhecimentos científicos, os enunciados de cunho pedagógico foram assumidos como bastante significativos na constituição de um profissional capaz de fugir à norma, participando da construção do currículo de forma ativa, criativa e autônoma.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: In this article, the production of Science school curriculum in a municipal school of Rio de Janeiro, Brazil, is investigated. That school receives undergraduate&#8217;s students of Biological Sciences from the Federal University of Rio de Janeiro for teachers&#8217; training supervised internship activities. It focuses on the way undergraduate students become teachers through the experience of producing this curriculum. So we associated our observations to a conversation with the undergraduates who worked in their supervised internship, during 2019, in a specific school institution. Supported by Michel Foucault and Thomas Popkewitz, we argue that the alchemical processes that transform the sciences into school knowledge also produce, at the same time, good and suitable teachers (as well as not so good and unsuitable). In the analysis, we realized how the teacher autonomy has assumed to be central to the teachers&#8217; training process which has articulated the curriculum construction around knowledge, teaching materials and assessments. Aspects such as the use of practical activities and creativity were enunciated as participating in the constitution of this good teacher, capable of understanding public school. Besides that, he or she is also suitable to subvert the modes of regulation and control imposed by centralized policies. In the formative process, in addition to scientific knowledge, the pedagogical statements were assumed to be quite significant in the constitution of a professional capable of escaping the norm, participating in the construction of the curriculum in an active, creative and autonomous way.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El trabajo investiga la producción del curriculum de la disciplina Ciencias en una escuela municipal que recibe graduados de Ciencias Biológicas de la Universidad Federal de Río de Janeiro para actividades supervisadas de pasantías. Se centra en como los estudiantes de pregrado se convierten en maestros en medio de la experiencia de producir este curriculum. Asociamos nuestras observaciones durante la pasantía supervisada con una conversación con los estudiantes de pregrado que trabajaron, durante 2019, en una institución escolar específica. En el diálogo con Michel Foucault y Thomas Popkewitz, invertimos en que los procesos alquímicos que transforman las ciencias de referencia en conocimiento escolar también producen, al mismo tiempo, maestros buenos y adecuados (así como no tan buenos y pobres) para enseñarles. Nos dimos cuenta de cuánto se suponía que la noción de autonomía del maestro era central en el proceso de capacitación, en un movimiento que articuló la construcción del currículo en torno al conocimiento, los materiales de enseñanza y las evaluaciones. Aspectos como el uso de actividades prácticas y la creatividad se enunciaron como participantes en la constitución de este buen maestro, capaz de replantear la escuela pública y sus sujetos, y subvertir los modos de regulación y control impuestos por las políticas centralizadas. En el proceso formativo, además del conocimiento científico, los enunciados de cunho pedagógico se suponinan bastante significativos en la constitución de un profesional capaz de escapar de la norma, participando en la construcción del curriculim de una manera activa, creativa y autónoma.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Disciplina escolar]]></kwd>
<kwd lng="pt"><![CDATA[Ciências]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Alquimia das disciplinas escolares]]></kwd>
<kwd lng="pt"><![CDATA[Autonomia docente.]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Science as a school subject]]></kwd>
<kwd lng="en"><![CDATA[Initial teacher training]]></kwd>
<kwd lng="en"><![CDATA[Alchemy of school subjects]]></kwd>
<kwd lng="en"><![CDATA[Teaching autonomy.]]></kwd>
<kwd lng="es"><![CDATA[Currículum]]></kwd>
<kwd lng="es"><![CDATA[Disciplina escolar]]></kwd>
<kwd lng="es"><![CDATA[Ciencias]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[Alquimia de las disciplinas escolares]]></kwd>
<kwd lng="es"><![CDATA[Autonomía docente.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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