<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022021000100758</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202147231078</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[As narrativas de termodinâmica nos livros didáticos angolanos e a conceptualização dos seus leitores]]></article-title>
<article-title xml:lang="en"><![CDATA[Narratives of thermodynamics in Angolan textbooks and the conceptualization of their readers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Afonso]]></surname>
<given-names><![CDATA[Ana Sofia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freitas]]></surname>
<given-names><![CDATA[Daniel A.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Minho  ]]></institution>
<addr-line><![CDATA[Braga ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Superior de Ciências de Educação do Huambo  ]]></institution>
<addr-line><![CDATA[Huambo ]]></addr-line>
<country>Angola</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>47</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022021000100758&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022021000100758&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022021000100758&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A recente Lei de Bases do Sistema de Educação e Ensino Angolano atribui um papel central ao livro didático na formação de indivíduos. Nesse período de paz recente e de prosperidade em Angola, procura-se uma educação de qualidade que possa acompanhar os desenvolvimentos sociais e econômicos do país. Uma educação que possa contribuir não só para as inovações científicas e tecnológicas na sociedade angolana, mas também para formar indivíduos críticos e atuantes. Angola é um dos maiores exportadores de petróleo mundial, por esse motivo, as questões energéticas constituem um dos assuntos a incluir no ensino das ciências. Dado que esse ensino se encontra dependente dos livros didáticos, este estudo procurou analisar qual a abordagem da termodinâmica nos livros didáticos de física, de modo a inferir em que medida as suas propostas veiculam uma relação entre o conhecimento científico e o posicionamento do indivíduo na sociedade sobre questões energéticas. A análise dos textos de termodinâmica teve em consideração o contexto sócio cultural da sua produção e permitiu constatar que a estrutura discursiva é fechada, com enfoque no conteúdo conceptual, e sem propostas metodológicas promotoras do pensamento divergente. O leitor é conceptualizado como alguém pertencente a um grupo de elite, &#8220;pré especialista&#8221; e com elevado &#8220;capital científico&#8221; e intrinsecamente motivado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The recent Angolan Educational Law assigns textbooks a central role in the learning process. In the current period of peace and prosperity in Angola, the country looks for an education that goes along with the country&#8217;s social and economic developments. An education that contributes to scientific and technological innovations in Angolan society, and prepares critical and active citizens. Angola is one of the largest exporters of crude oil in the world, and hence, energy is an important subject to be included in science teaching.Since, in Angola, science teaching is mainly based on textbooks, this study aimed at analysing the thermodynamics approaches provided in physics textbooks. From this analysis, we also aim to infer to what extent textbooks´ proposals convey a relationship between scientific knowledge and an individual&#8217;s standpoint in society on energy. The review of the thermodynamics texts, which took into account the socio-cultural context of their production, revealed that they hold a closed discursive structure, with a focus on conceptual content; and that there is an absence of methodological proposals for promoting divergent thinking. Furthermore, the reader is conceptualized as someone belonging to an elite group, &#8220;pre-specialist&#8221;, with high &#8220;scientific capital&#8221;, and intrinsically motivated.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Angola]]></kwd>
<kwd lng="pt"><![CDATA[Análise do discurso]]></kwd>
<kwd lng="pt"><![CDATA[Livro didático]]></kwd>
<kwd lng="pt"><![CDATA[Termodinâmica]]></kwd>
<kwd lng="en"><![CDATA[Angola]]></kwd>
<kwd lng="en"><![CDATA[Discourse analysis]]></kwd>
<kwd lng="en"><![CDATA[Textbook]]></kwd>
<kwd lng="en"><![CDATA[Thermodynamics]]></kwd>
</kwd-group>
</article-meta>
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