<?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>1982-9949</journal-id>
<journal-title><![CDATA[Reflexão e Ação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Reflex]]></abbrev-journal-title>
<issn>1982-9949</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade de Santa Cruz do Sul - EDUNISC]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-99492024000100119</article-id>
<article-id pub-id-type="doi">10.17058/rea.v32i1.17969</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Por um currículo fenomenológico para a educação química: um caminho para experiências ontológicas]]></article-title>
<article-title xml:lang="en"><![CDATA[Towards a phenomenological curriculum for chemistry education: a path to ontological experiences]]></article-title>
<article-title xml:lang="es"><![CDATA[Hacia un currículo fenomenológico para la educación química: un camino hacia las experiencias ontológicas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Valdirene Aparecida Araujo dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sousa]]></surname>
<given-names><![CDATA[Robson Simplicio de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Palotina PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Palotina PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2024</year>
</pub-date>
<volume>32</volume>
<numero>1</numero>
<fpage>119</fpage>
<lpage>136</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-99492024000100119&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-99492024000100119&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-99492024000100119&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O objetivo deste ensaio é abordar a Educação Química em um currículo com influência fenomenológica. Sob as lentes de uma abordagem fenomenológica à Educação em Ciências, apresentamos problemáticas (dualismo cartesiano, purificação galileana, matematização da natureza, cognitivismo e reversão ontológica) encontradas também na Educação Química. O currículo fenomenológico aparece aqui como uma proposição para fomentar as experiências sensoriais dos alunos antes de abordar as abstrações que têm sido foco do Ensino de Química. Como resultado, traremos exemplos da Educação Superior de como é possível articular a abordagem educacional fenomenológica como um caminho para reconhecer as experiências dos alunos na Educação Química.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The objective of this essay is to address Chemistry Education in a curriculum with phenomenological influence. Under the lens of a phenomenological approach to Science Education, we present problems (Cartesian dualism, Galilean purification, mathematization of nature, cognitivism and ontological reversal) also found in Chemistry Education. The phenomenological curriculum appears here as a proposition to foster students' sensory experiences before addressing the abstractions that have been the focus of Chemistry Teaching. As a result, we will bring examples from Higher Education of how it is possible to articulate the phenomenological educational approach as a way to recognize students' experiences in Chemistry l Education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El objetivo de este ensayo es abordar la Educación Química en un currículo con influencia fenomenológica. Bajo la lente de un enfoque fenomenológico de la Educación Científica, presentamos problemas (dualismo cartesiano, purificación galileana, matematización de la naturaleza, cognitivismo e inversión ontológica) que también se encuentran en la Educación Química. El currículo fenomenológico aparece aquí como una propuesta para fomentar las experiencias sensoriales de los estudiantes antes de abordar las abstracciones que han sido el foco de la enseñanza de la química. Como resultado, traeremos ejemplos desde la Educación Superior de cómo es posible articular el enfoque educativo fenomenológico como una forma de reconocer las experiencias de los estudiantes en la Educación Química.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Fenomenologia]]></kwd>
<kwd lng="pt"><![CDATA[Educação Química]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="en"><![CDATA[Phenomenology]]></kwd>
<kwd lng="en"><![CDATA[Chemistry Education]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="es"><![CDATA[Fenomenología]]></kwd>
<kwd lng="es"><![CDATA[Educación Química]]></kwd>
<kwd lng="es"><![CDATA[Currículum]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ALSOP]]></surname>
<given-names><![CDATA[Steve]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Bridging the Cartesian divide: Science education and affect.]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[ALSOP]]></surname>
<given-names><![CDATA[Steve]]></given-names>
</name>
</person-group>
<source><![CDATA[Beyond Cartesian dualism: Encountering affect in the teaching and learning of science]]></source>
<year>2005</year>
<page-range>3-16</page-range><publisher-loc><![CDATA[Dordrecht ]]></publisher-loc>
<publisher-name><![CDATA[Springer Netherlands]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DAHLIN]]></surname>
<given-names><![CDATA[Bo]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The primacy of cognition-or of perception? A phenomenological critique of the theoretical bases of science education]]></article-title>
<source><![CDATA[Science &amp; Education]]></source>
<year>2001</year>
<volume>10</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>453-75</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CAMINHA]]></surname>
<given-names><![CDATA[Iraquitan de Oliveira]]></given-names>
</name>
</person-group>
<source><![CDATA[10 lições sobre Merleau-Ponty]]></source>
<year>2019</year>
<publisher-name><![CDATA[Editora Vozes]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CERBONE]]></surname>
<given-names><![CDATA[David R.]]></given-names>
</name>
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Caesar]]></given-names>
</name>
</person-group>
<source><![CDATA[Fenomenologia]]></source>
<year>2014</year>
<edition>3</edition>
<publisher-loc><![CDATA[Petrópolis, RJ ]]></publisher-loc>
<publisher-name><![CDATA[Editora Vozes]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DAHLIN]]></surname>
<given-names><![CDATA[Bo]]></given-names>
</name>
<name>
<surname><![CDATA[ØSTERGAARD]]></surname>
<given-names><![CDATA[Edvin]]></given-names>
</name>
<name>
<surname><![CDATA[HUGO]]></surname>
<given-names><![CDATA[Aksel]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[An argument for reversing the bases of science education-a phenomenological alternative to cognitionism.]]></article-title>
<source><![CDATA[Nordic Studies in Science Education]]></source>
<year>2009</year>
<volume>5</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>185-99</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DEWEY]]></surname>
<given-names><![CDATA[John]]></given-names>
</name>
</person-group>
<source><![CDATA[Arte como Experiência]]></source>
<year>2010</year>
<edition>1</edition>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Martins Fontes]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DJERASSI]]></surname>
<given-names><![CDATA[Carl]]></given-names>
</name>
<name>
<surname><![CDATA[HOFFMANN]]></surname>
<given-names><![CDATA[Roald]]></given-names>
</name>
</person-group>
<source><![CDATA[Oxigênio]]></source>
<year>2009</year>
<publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
<publisher-name><![CDATA[Vieira &amp; Lent]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FERRARO]]></surname>
<given-names><![CDATA[José Luís Schifino]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Currículo, experimento e experiência: contribuições da Educação em Ciências]]></article-title>
<source><![CDATA[Educação]]></source>
<year>2017</year>
<volume>40</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>106-14</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FLICKINGER]]></surname>
<given-names><![CDATA[Hans-Georg]]></given-names>
</name>
</person-group>
<source><![CDATA[A caminho de uma pedagogia hermenêutica]]></source>
<year>2010</year>
<publisher-loc><![CDATA[Campinas ]]></publisher-loc>
<publisher-name><![CDATA[Autores Associados]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GADAMER]]></surname>
<given-names><![CDATA[H. G.]]></given-names>
</name>
</person-group>
<source><![CDATA[Hermenêutica da obra de arte]]></source>
<year>2010</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Editora WMF Martins Fontes]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GADAMER]]></surname>
<given-names><![CDATA[Hans-Georg]]></given-names>
</name>
</person-group>
<source><![CDATA[Verdade e método I: traços fundamentais de uma hermenêutica filosófica]]></source>
<year>2015</year>
<publisher-loc><![CDATA[Petrópolis ]]></publisher-loc>
<publisher-name><![CDATA[Editora Vozes]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GAUDÊNCIO]]></surname>
<given-names><![CDATA[Jéssica S.]]></given-names>
</name>
<name>
<surname><![CDATA[SILVEIRA]]></surname>
<given-names><![CDATA[Rosemari M. F.]]></given-names>
</name>
<name>
<surname><![CDATA[PINHEIRO]]></surname>
<given-names><![CDATA[Nilcéia A. M.]]></given-names>
</name>
<name>
<surname><![CDATA[MIQUELIN]]></surname>
<given-names><![CDATA[Awdry F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teorias de aprendizagem no ensino de Química: uma revisão de literatura a partir de artigos da revista Química Nova na Escola (QNEsc)]]></article-title>
<source><![CDATA[Química Nova na Escola]]></source>
<year>2023</year>
<volume>45</volume>
<numero>2</numero>
<issue>2</issue>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HERMANN]]></surname>
<given-names><![CDATA[Nadja]]></given-names>
</name>
</person-group>
<source><![CDATA[Hermenêutica e Educação]]></source>
<year>2002</year>
<publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
<publisher-name><![CDATA[DP&amp;A]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[JARDINE]]></surname>
<given-names><![CDATA[David Willian]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Awakening from Descartes' nightmare: On the love of ambiguity in phenomenological approaches to education]]></article-title>
<source><![CDATA[Studies in Philosophy and education]]></source>
<year>1990</year>
<volume>10</volume>
<page-range>211-32</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LARROSA]]></surname>
<given-names><![CDATA[Jorge]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[O ensaio e a escrita acadêmica]]></article-title>
<source><![CDATA[Educação &amp; Realidade]]></source>
<year>2003</year>
<volume>28</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>101-15</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MAGRINI]]></surname>
<given-names><![CDATA[James Michael]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Phenomenology for Educators: Max van Manen and "Human Science" Research]]></article-title>
<source><![CDATA[Philosophy Scholarship]]></source>
<year>2012</year>
<numero>32</numero>
<issue>32</issue>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MAGRINI]]></surname>
<given-names><![CDATA[James Michael]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A "Fundamental Theory" of Education Grounded in Ontology? A Phenomenological Rejoinder]]></article-title>
<source><![CDATA[Philosophy Scholarship]]></source>
<year>2013</year>
<numero>38</numero>
<issue>38</issue>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MAGRINI]]></surname>
<given-names><![CDATA[James Michael]]></given-names>
</name>
</person-group>
<source><![CDATA[New approaches to curriculum as phenomenological text: Continental philosophy and ontological inquiry]]></source>
<year>2015</year>
<publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MARTINS]]></surname>
<given-names><![CDATA[Joel]]></given-names>
</name>
</person-group>
<source><![CDATA[Um enfoque fenomenológico do currículo: educação como poíesis]]></source>
<year>1992</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Cortez]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ØSTERGAARD]]></surname>
<given-names><![CDATA[Edvin]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[How can science education foster students&#8217; rooting?]]></article-title>
<source><![CDATA[Cultural Studies of Science Education]]></source>
<year>2014</year>
<volume>10</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>515-25</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ØSTERGAARD]]></surname>
<given-names><![CDATA[Edvin]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Earth at Rest: Aesthetic Experience and Students&#8217; Grounding in Science Education]]></article-title>
<source><![CDATA[Science &amp; Education]]></source>
<year>2017</year>
<volume>26</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>557-82</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ØSTERGAARD]]></surname>
<given-names><![CDATA[Edvin]]></given-names>
</name>
<name>
<surname><![CDATA[DAHLIN]]></surname>
<given-names><![CDATA[Bo]]></given-names>
</name>
<name>
<surname><![CDATA[HUGO]]></surname>
<given-names><![CDATA[Aksel]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Doing phenomenology in science education: a research review]]></article-title>
<source><![CDATA[Studies in science education]]></source>
<year>2008</year>
<volume>44</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>93-121</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PEREIRA]]></surname>
<given-names><![CDATA[Marcos Villela]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Contribuições para entender a experiência estética]]></article-title>
<source><![CDATA[Revista lusófona de educação]]></source>
<year>2011</year>
<numero>18</numero>
<issue>18</issue>
<page-range>111-23</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PINAR]]></surname>
<given-names><![CDATA[Willian. F.]]></given-names>
</name>
<name>
<surname><![CDATA[REYNOLDS]]></surname>
<given-names><![CDATA[Willian M.]]></given-names>
</name>
<name>
<surname><![CDATA[SLATTERY]]></surname>
<given-names><![CDATA[Patrick]]></given-names>
</name>
<name>
<surname><![CDATA[TAUBMAN]]></surname>
<given-names><![CDATA[Peter M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Understanding curriculum as a phenomenological text]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[PINAR]]></surname>
<given-names><![CDATA[Willian F.]]></given-names>
</name>
<name>
<surname><![CDATA[REYNOLDS]]></surname>
<given-names><![CDATA[Willian M.]]></given-names>
</name>
<name>
<surname><![CDATA[SLATTERY]]></surname>
<given-names><![CDATA[Patrick]]></given-names>
</name>
<name>
<surname><![CDATA[TAUBMAN]]></surname>
<given-names><![CDATA[Peter M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Understanding Curriculum: An Introduction to the Study of Historical and Contemporary Curriculum Discourses]]></source>
<year>1995</year>
<page-range>404-49</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Peter Lang]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ROTH]]></surname>
<given-names><![CDATA[Wolff-Michael]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Enracinement or the earth, the originary ark, does not move: on the phenomenological (historical and ontogenetic) origin of common and scientific sense and the genetic method of teaching (for) understanding]]></article-title>
<source><![CDATA[Cultural Studies of Science Education]]></source>
<year>2014</year>
<volume>10</volume>
<page-range>469-94</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SACKS]]></surname>
<given-names><![CDATA[Oliver]]></given-names>
</name>
<name>
<surname><![CDATA[Motta]]></surname>
<given-names><![CDATA[Laura Teixeira]]></given-names>
</name>
</person-group>
<source><![CDATA[Tio Tungstênio: Memórias de uma infância Química]]></source>
<year>2011</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Companhia de Bolso]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SANTOS]]></surname>
<given-names><![CDATA[Valdirene Aparecida Araujo dos]]></given-names>
</name>
<name>
<surname><![CDATA[SOUSA]]></surname>
<given-names><![CDATA[Robson Simplicio de]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A educação em uma abordagem fenomenológica: repercussões das experiências ontológicas na educação em ciências]]></article-title>
<source><![CDATA[Educação em Revista]]></source>
<year>2022</year>
<volume>23</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>267-86</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SANTOS]]></surname>
<given-names><![CDATA[Valdirene Aparecida Araujo dos]]></given-names>
</name>
<name>
<surname><![CDATA[SOUSA]]></surname>
<given-names><![CDATA[Robson Simplicio de]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A fenomenologia da percepção de Merleau-Ponty a partir do corpo e a educação (em ciências)]]></article-title>
<source><![CDATA[Revista Contexto &amp;Educação]]></source>
<year>2024</year>
<volume>39</volume>
<numero>121</numero>
<issue>121</issue>
</nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SOUSA]]></surname>
<given-names><![CDATA[Robson Simplicio de]]></given-names>
</name>
<name>
<surname><![CDATA[GALIAZZI]]></surname>
<given-names><![CDATA[Maria do Carmo]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Experiências Estéticas na Pesquisa em Educação Química: Emergências Investigativas na Formação de Professores de Química em uma Comunidade Aprendente.]]></article-title>
<source><![CDATA[Revista de Educação , Ciências e Matemática]]></source>
<year>2019</year>
<volume>9</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>107-26</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
