<?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>2182-1372</journal-id>
<journal-title><![CDATA[Da Investigação às Práticas]]></journal-title>
<abbrev-journal-title><![CDATA[Invest. Práticas]]></abbrev-journal-title>
<issn>2182-1372</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico de Lisboa - Escola Superior de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2182-13722021000100102</article-id>
<article-id pub-id-type="doi">10.25757/invep.v11i1.229</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Inovar na Educação em Ciências em Angola: um estudo de caso exploratório na formação contínua de professores na área da Bionergética]]></article-title>
<article-title xml:lang="en"><![CDATA[Innovation in science education in Angola: An exploratory case study in in-service teacher education about Bioenergetics]]></article-title>
<article-title xml:lang="fr"><![CDATA[Innover dans l&#8217;education en sciences em Angola: Un étude de cas exploratoire dans la formation continue des enseignant sur la Bioenergetique]]></article-title>
<article-title xml:lang="es"><![CDATA[Innovación en la enseñanza de las ciencias en Angola: un estudio de caso exploratorio en la formación continua de profesores en bioenergética]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vaile]]></surname>
<given-names><![CDATA[Félix Kuenda Uba]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lopes]]></surname>
<given-names><![CDATA[Betina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Loureiro]]></surname>
<given-names><![CDATA[Maria João]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Aveiro Departamento de Educação e Psicologia ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>03</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>03</month>
<year>2021</year>
</pub-date>
<volume>11</volume>
<numero>1</numero>
<fpage>102</fpage>
<lpage>122</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2182-13722021000100102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2182-13722021000100102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2182-13722021000100102&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Neste artigo descreve-se uma primeira fase de um programa de formação contínua de professores em desenvolvimento no âmbito de um projeto de doutoramento e a decorrer numa escola do Segundo Ciclo do Ensino Secundário de Angola. Pretendeu-se trabalhar a inovação na Educação em Ciências apostando: na introdução do tema da Bioenergética, em que os alunos apresentam muitas dificuldades, e na planificação de atividades educativas atendendo à recente reestruturação curricular em Angola e à literatura da especialidade, em particular, sobre o trabalho prático na Educação em Ciências. A questão de investigação que subjaz ao estudo é: em que medida processos de formação contínua de professores sobre Bioenergética, centrados na continuidade e em princípios construtivistas, promovem alteração de práticas de ensino e a aprendizagem dos alunos? Trata-se de um estudo de caso exploratório de natureza qualitativa. Foram recolhidas duas planificações, uma narrativa multimodal e artefactos produzidos pelos alunos, que se analisaram usando técnicas de análise interna e de conteúdo. Os resultados evidenciam uma apropriação da planificação de aulas, centrada na articulação de objetivos de aprendizagem e conteúdos através de atividades práticas, antes não exploradas por falta de material, e reforçam a importância e relevância de se investir em estratégias de formação contínua no contexto, adaptadas às necessidades dos professores. No que respeita às aprendizagens dos alunos, os resultados apontam para algum grau de sucesso, uma vez que os objetivos da aula planificada parecem ter sido atingidos por alguns alunos. Nas considerações finais, sugerem-se princípios a ter em conta na formação contínua de professores em contextos em que esta é deficitária e em que existe falta de recursos educativos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article describes the first phase of an ongoing teacher education programme under development as part of a PhD project and taking place at a Secondary School in Angola. The aim was to promote innovation in Science Education focused on the theme of Bioenergetics, where students often have difficulties; and on planning educational activities considering the recent curriculum revision in Angola and the literature, in particular concerning practical work in Science Education. The research question that underlies the study is: to what extent do in-service teacher training processes on Bioenergetics, focusing on continuity and constructivist principles, promote change in teaching practices and student learning? The study has a qualitative nature and is an exploratory case study. The data includes two lesson plans, one multimodal narrative and artefacts produced by the students. The documents gathered were analysed using internal and content analysis techniques. The results show an appropriation of the developed lesson plans centred on the articulation of content and learning objectives through practical activities, previously unexplored due to the lack of material, and reinforce the importance and relevance of investing in continuous teacher education programmes adapted to the needs of the context. With regard to students' learning, the results point to some degree of success since the students have achieved, at least partially, the learning objectives of the planned lesson. The concluding remarks suggest principles to be considered in the in-service teachers&#8217; education in contexts where it is scarce and where there is a lack of educational resources.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo describe la primera fase de un programa de formación de profesores que se está desarrollando como parte de un proyecto de doctorado y que tiene lugar en una escuela secundaria de Angola. Nos propusimos trabajar la innovación en la Enseñanza de las Ciencias centrándonos en: la introducción de la Bioenergética, en la que los alumnos tienen muchas dificultades, y la planificación de las actividades educativas teniendo en cuenta la reciente reestructuración del plan de estudios en Angola y la bibliografía de la especialidad, en particular sobre el trabajo prácticos en la Enseñanza de las Ciencias. La pregunta de investigación que subyace al estudio es: ¿en qué medida los procesos de formación continua de profesores en Bioenergética, centrados en la continuidad y en principios constructivistas, promueven cambios en las prácticas docentes y en el aprendizaje de los alumnos? Se trata de un estudio de caso exploratorio de carácter cualitativo. Se recopilaron y analizaron dos planes de aula, una narración multimodal y artefactos producidos por los alumnos mediante técnicas de análisis interno y de contenido. Los resultados muestran una apropiación de la planificación de aulas, centrada en la articulación de los objetivos y contenidos de aprendizaje a través de actividades prácticas, antes inexploradas por falta de material, y refuerzan la importancia y la relevancia de invertir en estrategias de formación continua en contexto, adaptadas a las necesidades de los profesores. En cuanto al aprendizaje de los alumnos, los resultados apuntan a un cierto grado de éxito, ya que los objetivos de la lección planificada parecen haber sido alcanzados por algunos alumnos. Las consideraciones finales sugieren principios a tener en cuenta en la formación continua del profesorado en contextos deficitarios y con falta de recursos educativos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cet article décrit la première phase d'un programme de formation continue d&#8217;enseignants en cours de développement dans le cadre d'un projet de doctorat et se déroulant dans une école secondaire en Angola. L'objectif était de travailler l'innovation dans l'enseignement des sciences centrée dans : l'introduction du thème de la bioénergétique, dans lequel les étudiants présentent de nombreuses difficultés, et dans la planification d&#8217;activités éducatives étant donné la récente restructuration des programmes d'études en Angola et de la littérature de la spécialité, en particulier, sur le travail pratique dans l'enseignement des sciences. La question de recherche qui sous-tend l'étude est la suivante : dans quelle mesure les processus de formation continue des enseignants sur la bioénergétique, axés sur la continuité et des principes constructivistes, favorisent-ils le changement des pratiques d'enseignement et l'apprentissage des étudiants ? Il s'agit d'une étude de cas exploratoire qualitative. Deux plans de leçon, un récit multimodal et des artefacts produits par les élèves ont été recueillis et analysés à l'aide de techniques d'analyse interne et de contenu. Les résultats montrent une appropriation du plan développer, discuter et négocié avec les enseignants, centrée sur l'articulation des objectifs de l'apprentissage e les contenus à travers des activités pratiques, jusqu'alors inexplorée par manque de matériel. De plus, ils renforcent l'importance et la pertinence d'investir dans une stratégie de formation continue adaptée aux besoins du contexte. En ce qui concerne l'apprentissage des élèves, les résultats indiquent un certain degré de réussite, puisque les objectifs de la leçon ont été atteints, même que partiellement. Les considérations finales suggèrent des principes à prendre en compte dans la formation continue des enseignants dans les contextes où elle est presque inexistante et où il y a un manque de ressources éducatives.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Inovação]]></kwd>
<kwd lng="pt"><![CDATA[Educação em Ciências]]></kwd>
<kwd lng="pt"><![CDATA[Formação contínua de professores]]></kwd>
<kwd lng="pt"><![CDATA[Angola]]></kwd>
<kwd lng="pt"><![CDATA[Bioenergética]]></kwd>
<kwd lng="en"><![CDATA[Innovation]]></kwd>
<kwd lng="en"><![CDATA[Science Education]]></kwd>
<kwd lng="en"><![CDATA[In-service teacher education]]></kwd>
<kwd lng="en"><![CDATA[Angola]]></kwd>
<kwd lng="en"><![CDATA[Bioenergetics]]></kwd>
<kwd lng="es"><![CDATA[Innovación]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de las Ciencias]]></kwd>
<kwd lng="es"><![CDATA[Formación continua de profesores]]></kwd>
<kwd lng="es"><![CDATA[Angola]]></kwd>
<kwd lng="es"><![CDATA[Bioenergética]]></kwd>
<kwd lng="fr"><![CDATA[Innovation]]></kwd>
<kwd lng="fr"><![CDATA[Éducation en science]]></kwd>
<kwd lng="fr"><![CDATA[Formation continue des enseignants]]></kwd>
<kwd lng="fr"><![CDATA[Angola]]></kwd>
<kwd lng="fr"><![CDATA[Bioénergétique]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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