<?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]]></journal-title>
<abbrev-journal-title><![CDATA[Ciência educ.]]></abbrev-journal-title>
<issn>1516-7313</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual Paulista (UNESP)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1516-73132022000100230</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320220032</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A presença do contexto histórico sobre o entendimento do DNA como material hereditário nos livros didáticos de Biologia sob a ótica da epistemologia fleckiana]]></article-title>
<article-title xml:lang="en"><![CDATA[The role of historical context in understanding DNA as hereditary material in Biology textbooks, using Fleck&#8217;s epistemology]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bevilaqua]]></surname>
<given-names><![CDATA[Vanessa Rezende]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Franco]]></surname>
<given-names><![CDATA[Fernando Faria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Antônio Fernando Gouvêa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo Faculdade de C. Médicas e da Saúde ]]></institution>
<addr-line><![CDATA[Sorocaba SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Carlos Departamento de Biologia ]]></institution>
<addr-line><![CDATA[Sorocaba SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de São Carlos Depto. de Ciências Humanas e Educação ]]></institution>
<addr-line><![CDATA[Sorocaba SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>28</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132022000100230&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132022000100230&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132022000100230&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste trabalho realizamos uma análise documental em livros didáticos usados no ensino médio brasileiro para avaliar como é apresentado o contexto histórico sobre a descrição da transformação bacteriana, que consiste em um episódio histórico importante para o reconhecimento do DNA como molécula hereditária. Além disso, utilizamos a epistemologia de Ludwik Fleck (1896-1961) para análise dessa contextualização. Apenas quatro dentre os dez livros analisados apresentaram o episódio de transformação bacteriana. Com relação à análise epistemológica, detectamos que a contextualização histórica apresentada nesses quatro livros algumas vezes está descrita de forma descontextualizada e linear, impossibilitando o aluno vislumbrar a ciência como uma produção humana e coletiva, bem como os aspectos sociais que caracterizam a forma de produção do conhecimento científico segundo o pensamento de Fleck, tais como: estilos de pensamento, circulação de ideias, complicações, transformações, e coerção do pensamento hegemônico da área.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this paper we analyze a set of textbooks used in Brazilian high school to evaluate how the historical context is presented when it comes to bacterial transformation, which is an important historical episode for DNA recognition as a hereditary molecule. In addition, we used the epistemology of Ludwik Fleck (1896-1961) to further analyze this historical context. Only four of the ten books presented the episode of bacterial transformation. As we turn to the epistemological analysis, we found that historical contextualization presented in these four books is sometimes described in a decontextualized and linear way, making it impossible for the student to assimilate not only science as a human and collective production, but the social aspects involved in producing scientific knowledge according to Fleck&#8217;s writings: thought style, exchange of ideas, complications and transformations, as well as coercion in terms of hegemonic thought in the area.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Biology teaching]]></kwd>
<kwd lng="en"><![CDATA[Textbooks]]></kwd>
<kwd lng="en"><![CDATA[Bacterial transformation]]></kwd>
<kwd lng="en"><![CDATA[Philosophy of science]]></kwd>
<kwd lng="en"><![CDATA[Ludwik Fleck]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de biologia]]></kwd>
<kwd lng="pt"><![CDATA[Livro didático]]></kwd>
<kwd lng="pt"><![CDATA[Transformação bacteriana]]></kwd>
<kwd lng="pt"><![CDATA[Filosofia da ciência]]></kwd>
<kwd lng="pt"><![CDATA[Ludwik Fleck]]></kwd>
</kwd-group>
</article-meta>
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