<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442019000100031</article-id>
<article-id pub-id-type="doi">10.5902/1984644434409</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Metacognição e a experimentação investigativa: a construção de categorias interativa dialógicas]]></article-title>
<article-title xml:lang="en"><![CDATA[Metacognition and inquiry experimentation: the construction of dialogic interactive categories]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rocha]]></surname>
<given-names><![CDATA[Carlos Jose Trindade da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Malheiro]]></surname>
<given-names><![CDATA[João Manoel da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Pará  ]]></institution>
<addr-line><![CDATA[Belém Pará]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Pará  ]]></institution>
<addr-line><![CDATA[Belém Pará]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>44</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442019000100031&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442019000100031&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442019000100031&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Metacognição na experimentação investigativa é um processo que envolve conhecimentos procedimentais e atitudinais necessários para a formação crítica científica. A experimentação investigativa (EI) como abordagem didática, pode desenvolver nos alunos a alfabetização científica, potencializando a metacognição. Nessa perspectiva, objetivou-se apresentar proposições de instrumento de análise com potencial metacognitivo com foco nas interações discursivas originadas de atividades experimentais investigativas realizadas em um Clube de Ciências. A metodologia de abordagem qualitativa concebe a pesquisa participante, para o desenvolvimento de práticas epistêmicas com formas interativas mais gerais do processo discursivo baseadas na metacognição. A tal efeito, o instrumento possibilita aplicação e análise de categorias e intervenção pedagógica em sequências de ensino investigativo (SEI), através da resolução de problemas reais. A definição de categorias contribui para compreender que o trabalho pedagógico deve acontecer de maneira interativa e colaborativa, a fim de analisar o entendimento da complexa dinâmica envolvendo os processos interativos dialógicos que têm motivado o desenvolvimento de pesquisas relacionadas ao discurso entre professores e alunos, e seu impacto na condução de argumentações no contexto do ensino de Ciências.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Metacognition in inquiry experimentation is a process that involves procedural and attitudinal knowledge required for critical scientific formation. Inquiry experimentation (EI) as didactic approach, can develop in students scientific literacy, potentializing metacognition. In this perspective, the objective was to present propositions of analysis instrument with metacognitive potential focusing on the discursive interactions originated from inquiry experimental activities carried out in a Science Club. The methodology of qualitative approach conceives the new trends of active methodologies, for the development of epistemic practices with more general interactive forms of the discursive process based on metacognition. To this end, the instrument allows the application and analysis of categories and pedagogical intervention in Sequences of Investigative Teaching (SIT), through the resolution of real problems. The definition of categories contributes to the understanding that pedagogical work must take place in an interactive and collaborative way in order to analyze the understanding of the complex dynamics involving dialogic interactive processes that have motivated the development of research related to the discourse between teachers and students and their impact in the conduct of arguments in the context of science teaching]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Metacognição]]></kwd>
<kwd lng="pt"><![CDATA[Experimentação investigativa]]></kwd>
<kwd lng="pt"><![CDATA[Ciências]]></kwd>
<kwd lng="en"><![CDATA[Metacognition]]></kwd>
<kwd lng="en"><![CDATA[Inquiry Experimentation]]></kwd>
<kwd lng="en"><![CDATA[Sciences]]></kwd>
</kwd-group>
</article-meta>
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