<?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>S1983-21172012000100147</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172013140109</article-id>
<title-group>
<article-title xml:lang="fr"><![CDATA[DIDACTIQUE DES SCIENCES ET INTERACTIONS DANS LA CLASSE: QUELQUES LIGNES DIRECTRICES POUR UNE ANALYSE DYNAMIQUE.]]></article-title>
<article-title xml:lang="en"><![CDATA[SCIENCE EDUCATION AND CLASSROOM INTERACTION: SOME DIRECTIONS FOR A DYNAMIC ANALYSIS]]></article-title>
<article-title xml:lang="pt"><![CDATA[DIDÁTICA DAS CIÊNCIAS E INTERAÇÕES EM SALA DE AULA: ALGUMAS DIRE TRIZES PARA UMA ANÁLISE DINÂMICA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Buty;]]></surname>
<given-names><![CDATA[Christian]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Badreddine;]]></surname>
<given-names><![CDATA[Zeynab]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Régnier.]]></surname>
<given-names><![CDATA[Jean-Claude]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,aff1  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,aff2  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,aff3  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2012</year>
</pub-date>
<volume>14</volume>
<numero>1</numero>
<fpage>147</fpage>
<lpage>165</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172012000100147&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172012000100147&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172012000100147&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Cet article repose sur l'id&#233;e suivante : l'analyse des situations de classe doit combiner un ensemble de quatre param&#232;tres pour en d&#233;m&#234;ler la complexit&#233; et la richesse. Les param&#232;tres en question sont les aspects &#233;pist&#233;mologiques contenus dans le discours, la forme des repr&#233;sentations utilis&#233;es, le type d'interactions discur sives, les formes d'engagement des acteurs dans la situation. Des outils m&#233;tho dologiques sont propos&#233;s pour construire l'articulation entre ces diff&#233;rents aspects. Une situation est analys&#233;e, &#224; titre d'exemple, suivant les quatre dimensions.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This paper is grounded upon the following idea: analysing classroom situations makes it necessary to combine a set of four parameters, in order to sort out their complexity and their richness. These parameters are the epistemological aspects in the discourse, the form of the representations, the kind of discursive in teractions, the kind of engagement of the participants in the situation. Methodologi cal tools are proposed for articulating the various aspects. A particular situation is analysed, as an example, in accordance with the four dimensions.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo trata da seguinte ideia: a an&#225;lise de situa&#231;&#245;es de sala de aula devem combinar uma conjunto de quatro par&#226;metros para desvendar a complexi dade e a riqueza. Os par&#226;metros em quest&#227;o s&#227;o os aspectos epistemol&#243;gicos conti dos no discurso, a forma das representa&#231;&#245;es utilizadas, o tipo de intera&#231;&#227;o discursiva e as formas de engajamento dos atores na situa&#231;&#227;o. Ferramentas metodol&#243;gicas s&#227;o propostas para construir a articula&#231;&#227;o entre estes diferentes aspectos. Uma situa&#231;&#227;o &#233; analisada, a t&#237;tulo de exemplo, seguindo as quatro dimens&#245;es.]]></p></abstract>
<kwd-group>
<kwd lng="fr"><![CDATA[Analyse des situations de classe]]></kwd>
<kwd lng="fr"><![CDATA[complexité]]></kwd>
<kwd lng="fr"><![CDATA[méthodologie.]]></kwd>
<kwd lng="en"><![CDATA[Analysis of classroom situations]]></kwd>
<kwd lng="en"><![CDATA[complexity]]></kwd>
<kwd lng="en"><![CDATA[methodology.]]></kwd>
<kwd lng="pt"><![CDATA[An&#225;lise de situa&#231;&#245;es de sala de aula]]></kwd>
<kwd lng="pt"><![CDATA[complexidade]]></kwd>
<kwd lng="pt"><![CDATA[metodologia.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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