<?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>S1983-21172014000100211</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172014160113</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[EDUCAÇÃO EM CIÊNCIAS E A TEORIA DA ATIVIDADE CULTURAL-HISTÓRICA: CONTRIBUIÇÕES PARA A REFLEXÃO SOBRE TENSÕES NA PRÁTICA EDUCATIVA]]></article-title>
<article-title xml:lang="en"><![CDATA[SCIENCE EDUCATION AND THE CULTURAL-HISTORICAL ACTIVITY THEORY: CONTRIBUTIONS TO THE REFLECTION ON TENSIONS IN EDUCATIONAL PRACTICE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Camillo]]></surname>
<given-names><![CDATA[Juliano]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mattos]]></surname>
<given-names><![CDATA[Cristiano]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo (USP)  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo (USP) Instituto de Física ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2014</year>
</pub-date>
<volume>16</volume>
<numero>1</numero>
<fpage>211</fpage>
<lpage>230</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172014000100211&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172014000100211&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172014000100211&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[A Teoria da Atividade tem sua origem nos trabalhos de Vigotski e hoje abrange os mais variados campos do saber. Muitas pesquisas no campo da educa&#231;&#227;o em ci&#234;ncias v&#234;m utilizando refer&#234;ncias dessa perspectiva, por&#233;m, como apontam alguns autores, seu potencial de uso est&#225; longe de ser alcan&#231;ado. Para ampliar a discuss&#227;o em torno dessa perspectiva te&#243;rica, apresentaremos alguns pressupostos da Teoria da Atividade Cultural-Hist&#243;rica no contexto da educa&#231;&#227;o em ci&#234;ncias. Faremos isso por meio da introdu&#231;&#227;o de tr&#234;s categorias - rela&#231;&#227;o entre o individual e o coletivo, conte&#250;do da atividade educacional e resultado esperado para a atividade educacional - que permitem explicitar certas tens&#245;es que se apresentam nesse tipo de pr&#225;tica educativa e que, segundo nosso ponto de vista, correspondem a contradi&#231;&#245;es que necessitam ser superadas. As quest&#245;es apresentadas n&#227;o se esgotam aqui e esperamos que se tornem pontos para futuras discuss&#245;es em torno dessa tem&#225;tica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Activity Theory has its origins in the works by Vygotsky and currently spans diverse fields of knowledge. Recently, much of Science Education research have used Socio-Cultural-Historical references, however their potential use is far from being achieved. To broaden the discussion around this theoretical perspective, we present some principles of the Cultural-Historical Activity Theory in the context of Science Education. This is carried out through the making of three explicit categories - the relationship between the individual and the collective, the content of educational activity and the expected result for the educational activity. This allows the clarification of certain tensions that arise in this type of educational practice and, according to our point of view, they correspond to contradictions that need to be overcome. The questions presented here are not exhausted and we expect them to become elements for future debate on this matter.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Teoria da Atividade]]></kwd>
<kwd lng="pt"><![CDATA[Ensino-aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Formação do indivíduo]]></kwd>
<kwd lng="pt"><![CDATA[Lógica dialética.]]></kwd>
<kwd lng="en"><![CDATA[Activity Theory]]></kwd>
<kwd lng="en"><![CDATA[Teaching and Learning]]></kwd>
<kwd lng="en"><![CDATA[Subject Formation]]></kwd>
<kwd lng="en"><![CDATA[Dialectical Logic.]]></kwd>
</kwd-group>
</article-meta>
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