<?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>1983-2117</journal-id>
<journal-title><![CDATA[Ensaio Pesquisa em Educação em Ciências]]></journal-title>
<abbrev-journal-title><![CDATA[Ens. Pesqui. Educ. Ciênc.]]></abbrev-journal-title>
<issn>1983-2117</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-21172004000100024</article-id>
<article-id pub-id-type="doi">10.1590/1983-2117200406124</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Comunicação multimodal na sala de aula de ciências: construindo sentidos com palavras e gestos]]></article-title>
<article-title xml:lang="en"><![CDATA[Multimodal communication in the science classroom: making meaning with words and gesture]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Piccinini]]></surname>
<given-names><![CDATA[Cláudia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro Programa de Pós-graduação Tecnologia Educacional nas Ciências da Saúde Núcleo de Tecnologia Educacional para a Saúde]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2004</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2004</year>
</pub-date>
<volume>6</volume>
<numero>1</numero>
<fpage>24</fpage>
<lpage>37</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172004000100024&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172004000100024&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172004000100024&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO:  Questionar a centralidade atribu&#237;da &#224; linguagem como recurso para a constru&#231;&#227;o de significa&#231;&#245;es nas salas de aula de Ci&#234;ncias &#233; algo que se faz necess&#225;rio e urgente no atual contexto de reconhecimento do car&#225;ter h&#237;brido semi&#243;tico do texto cient&#237;fico e das mudan&#231;as nas possibilidades comunicativas da sociedade globalizada e que acabam por ter impacto na educa&#231;&#227;o. Com este trabalho pretendemos contribuir para o corrente debate atrav&#233;s da documenta&#231;&#227;o, classifica&#231;&#227;o e an&#225;lise das intera&#231;&#245;es discursivas em eventos de comunica&#231;&#227;o multimodal em uma sala de aula de Ci&#234;ncias, com respeito a dois aspectos principais: (i) o contexto de utiliza&#231;&#227;o dos diferentes modos semi&#243;ticos relacionados com as atividades desenvolvidas em uma li&#231;&#227;o; (ii) as rela&#231;&#245;es estabelecidas entre diferentes modos semi&#243;ticos atrav&#233;s da an&#225;lise de um epis&#243;dio selecionado. Nossos resultados mostram que a&#231;&#245;es, gestos e linguagem verbal modos foram mobilizados em contextos espec&#237;ficos, valorizados pelos interlocutores e tornados leg&#237;timos para efeito da comunica&#231;&#227;o pretendida naquela situa&#231;&#227;o social. Os resultados destacam ainda a sensibilidade da professora na orquestra&#231;&#227;o ret&#243;rica do processo de constru&#231;&#227;o de explica&#231;&#245;es coletivas pelos estudantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT:  There has been a growing awareness about the need to pay attention to the role of different semiotic modes, other than language, in the discursive construction of knowledge in the science classroom. Our research was conducted through extended videorecorded observations of secondary school Biology lessons and aimed at contributing to the current debate by analysing the multimodal character of discursive interactions in science classrooms with respect to two main aspects: (i) the context of use of different semiotic modes with respect to classroom activity in the context of four lessons (macroanalyses) and; (ii) the relationships between different semiotic modes through the analysis of one selected episode (microanalyses). Our results reveal that actions, gesture and verbal language were used in specific contexts, valued and legitimised by participants in the discursive interactions. The analysis also shows the teacher&#8217;s ability in the rhetorical orchestration of the process through which students construct explanations.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Multimodalidade]]></kwd>
<kwd lng="pt"><![CDATA[Sala de Aula de Ciências]]></kwd>
<kwd lng="pt"><![CDATA[Educação em Ciências]]></kwd>
<kwd lng="pt"><![CDATA[Comunicação Multimodal]]></kwd>
<kwd lng="pt"><![CDATA[Gestos]]></kwd>
<kwd lng="pt"><![CDATA[Linguagem]]></kwd>
<kwd lng="en"><![CDATA[Multimodality]]></kwd>
<kwd lng="en"><![CDATA[Science Classroom]]></kwd>
<kwd lng="en"><![CDATA[Science Education]]></kwd>
<kwd lng="en"><![CDATA[Mu Ltimodal Communication]]></kwd>
<kwd lng="en"><![CDATA[Gesture]]></kwd>
<kwd lng="en"><![CDATA[Language]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="">
<source><![CDATA[]]></source>
<year></year>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
