<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2021000100342</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.21.068.ao03</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Uma análise das concepções sobre as práticas investigativas na Educação Básica]]></article-title>
<article-title xml:lang="en"><![CDATA[An analysis of the conceptions of investigative practices in Basic Education]]></article-title>
<article-title xml:lang="es"><![CDATA[Un análisis de las concepciones sobre las prácticas investigativas en Educación Básica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Daniela Bonzanini de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Garcia]]></surname>
<given-names><![CDATA[Rosane Nunes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Goulart]]></surname>
<given-names><![CDATA[Lígia Beatriz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></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>21</volume>
<numero>68</numero>
<fpage>342</fpage>
<lpage>369</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2021000100342&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2021000100342&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2021000100342&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo As práticas investigativas na Educação Básica se caracterizam como um outro olhar sobre o aprender e o ensinar para os educadores, que buscam oportunizar aprendizagens significativas aos seus estudantes, produzindo propostas que consideram as necessidades e interesses destes. O trabalho com Projetos, que teve sua origem nas ideias da Escola Nova, apresenta-se atualmente com diferentes nomenclaturas. Assim a pesquisa tem como objetivo caracterizar e diferenciar, a partir de alguns referenciais teóricos, as concepções que sustentam diferentes denominações utilizadas para designar as atividades investigativas na Educação Básica. A pesquisa é de natureza qualitativa, caracteriza-se como exploratória e se desenvolve exclusivamente a partir da análise de diferentes fontes bibliográficas. Os resultados encontrados apontam que há diferenças entre as concepções que estão associadas às práticas investigativas nas escolas, principalmente no que tange aos conceitos de Projetos e de Iniciação Científica. Sendo assim, o artigo aponta para a necessidade de se compreender as diferentes nomenclaturas utilizadas para designar as práticas investigativas, a fim de que não se empreguem termos similares para práticas distintas. Esse conhecimento reforça também a necessidade da ampliação desses estudos na formação inicial e continuada de professores da Educação Básica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Investigative practices in Basic Education are characterized as another look at learning and teaching for educators who seek to provide meaningful learning to their students, producing proposals that consider their needs and interests. The work with Projects, which had its origin in the ideas of Escola Nova, is currently presented with different nomenclatures. Thus, the research aims to characterize and differentiate, based on some theoretical references, the concepts that support different denominations used to designate investigative activities in Basic Education. The research is qualitative in nature, characterized as exploratory and is developed exclusively from the analysis of different bibliographic sources. The results show that there are differences between the conceptions that are associated with investigative practices in schools, especially regarding the concepts of Projects and Scientific Initiation. Thus, the article points to the need to understand the different nomenclatures used to designate investigative practices, so that no similar terms are used for different practices. This knowledge also reinforces the need to expand these studies in the initial and continuing education of teachers of Basic Education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las prácticas de investigación en Educación Básica se caracterizan como otra mirada al aprendizaje y la enseñanza para educadores que buscan proporcionar un aprendizaje significativo a sus estudiantes, produciendo propuestas que consideren sus necesidades e intereses. El trabajo con Proyectos, que tuvo su origen en las ideas de Escola Nova, se presenta actualmente con diferentes nomenclaturas. Por lo tanto, la investigación tiene como objetivo caracterizar y diferenciar, con base en algunas referencias teóricas, los conceptos que apoyan las diferentes denominaciones utilizadas para designar actividades de investigación en Educación Básica. La investigación es de naturaleza cualitativa, caracterizada como exploratoria y se desarrolla exclusivamente a partir del análisis de diferentes fuentes bibliográficas. Los resultados muestran que existen diferencias entre las concepciones asociadas con las prácticas de investigación en las escuelas, especialmente con respecto a los conceptos de Proyectos e Iniciación Científica. Por lo tanto, el artículo señala la necesidad de comprender las diferentes nomenclaturas utilizadas para designar prácticas de investigación, de modo que no se utilicen términos similares para diferentes prácticas. Este conocimiento también refuerza la necesidad de ampliar estos estudios en la educación inicial y continua de los docentes de Educación Básica.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Projetos]]></kwd>
<kwd lng="pt"><![CDATA[Iniciação Científica]]></kwd>
<kwd lng="pt"><![CDATA[Propostas pedagógicas]]></kwd>
<kwd lng="pt"><![CDATA[Concepções de ensino]]></kwd>
<kwd lng="en"><![CDATA[Projects]]></kwd>
<kwd lng="en"><![CDATA[Scientific research]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical proposals]]></kwd>
<kwd lng="en"><![CDATA[Teaching conceptions]]></kwd>
<kwd lng="es"><![CDATA[Proyectos]]></kwd>
<kwd lng="es"><![CDATA[Iniciación Científica]]></kwd>
<kwd lng="es"><![CDATA[Propuestas pedagógicas]]></kwd>
<kwd lng="es"><![CDATA[Concepciones de enseñanza]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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