<?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>1516-7313</journal-id>
<journal-title><![CDATA[Ciência & Educação (Bauru)]]></journal-title>
<abbrev-journal-title><![CDATA[Ciênc. educ. (Bauru)]]></abbrev-journal-title>
<issn>1516-7313</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual Paulista (UNESP)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1516-73132018000200449</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320180020012</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Diagramas de energia de orbitais em livros didáticos de Química Geral: uma análise sob o viés da semiótica Peirceana]]></article-title>
<article-title xml:lang="en"><![CDATA[Orbital energy diagrams in general Chemistry textbooks: a Peircean semiotics analysis]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rozentalski]]></surname>
<given-names><![CDATA[Evandro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Porto]]></surname>
<given-names><![CDATA[Paulo Alves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo Programa de Pós-Graduação Interunidades em Ensino de Ciências ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,USP Instituto de Química ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<volume>24</volume>
<numero>2</numero>
<fpage>449</fpage>
<lpage>466</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132018000200449&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132018000200449&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132018000200449&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Neste artigo foi analisado o emprego de diagramas de energia de orbitais em livros did&#225;ticos de Qu&#237;mica Geral, utilizados no ensino universit&#225;rio brasileiro ao longo do s&#233;culo XX. Para isso, 16 livros publicados entre 1950 e 2001 foram selecionados, e a semi&#243;tica peirceana foi utilizada como referencial de an&#225;lise para o entendimento sobre diagramas. A an&#225;lise revelou que o uso de diagramas de energia de orbitais ocorre em diferentes contextos de aplica&#231;&#227;o e com diferentes objetivos. Do ponto de vista da semi&#243;tica, os significados dos signos que comp&#245;em os diagramas, e as regras que orientam sua constru&#231;&#227;o e opera&#231;&#227;o, s&#227;o previamente convencionados, fornecendo, assim, bases m&#237;nimas a respeito de como interpret&#225;-los. Todavia, aspectos mais sutis se afastam dessa base m&#237;nima e podem acarretar interpreta&#231;&#245;es n&#227;o pretendidas por seus autores. Tais concep&#231;&#245;es alternativas podem ser superadas atrav&#233;s de compreens&#245;es mais elaboradas sobre a natureza e o papel das representa&#231;&#245;es no ensino, fundamentadas na semi&#243;tica Peirceana.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: In this paper the use of orbital energy diagrams in General Chemistry textbooks used in Brazilian universities throughout the twentieth century was analyzed. Sixteen textbooks published between 1950 and 2001 were selected. C. S. Peirce&#8217;s semiotics was chosen to analyze the use of energy diagrams in the textbooks. The analysis revealed that the use of orbital energy diagrams occurs in different contexts and with different goals. From a semiotic point of view, the meanings of the signs that make up the diagrams and the rules guiding their construction and operation are previously agreed, thus providing the foundations for their interpretation. However, more subtle aspects deviate from such foundations and may result in interpretations that were unintended by the textbooks authors. Such misconceptions may be overcome by means of more elaborate insights into the nature and the role of representations in teaching, such as those arising from Peircean semiotics.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[Livro didático]]></kwd>
<kwd lng="pt"><![CDATA[Semiótica]]></kwd>
<kwd lng="pt"><![CDATA[Diagrama]]></kwd>
<kwd lng="pt"><![CDATA[Orbital]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[Textbook]]></kwd>
<kwd lng="en"><![CDATA[Semiotics]]></kwd>
<kwd lng="en"><![CDATA[Diagrams]]></kwd>
<kwd lng="en"><![CDATA[Orbital]]></kwd>
</kwd-group>
</article-meta>
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