<?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>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982018000100076</article-id>
<article-id pub-id-type="doi">10.1590/0102-4698182956</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A ANÁLISE DE INTERAÇÕES DISCURSIVAS EM AULAS DE CIÊNCIAS: AMPLIANDO PERSPECTIVAS METODOLÓGICAS NA PESQUISA EM ARGUMENTAÇÃO]]></article-title>
<article-title xml:lang="en"><![CDATA[THE ANALYSIS OF DISCURSIVE INTERACTIONS IN SCIENCE LESSONS: BROADENING METHODOLOGICAL PERSPECTIVES IN ARGUMENTATION RESEARCH]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Franco]]></surname>
<given-names><![CDATA[Luiz Gustavo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Munford]]></surname>
<given-names><![CDATA[Danusa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do ABC Centro de Ciências Naturais e Humanas ]]></institution>
<addr-line><![CDATA[Santo André SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Minas Gerais Faculdade de Educação ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<volume>34</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982018000100076&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982018000100076&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982018000100076&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: No presente artigo, discutimos potencialidades da Etnografia em Educação para análise de interações discursivas em aulas de ciências. Um dos desafios da pesquisa em Educação em Ciências interessada no campo da Argumentação é o deslocamento das análises de interações discursivas de um enfoque prescritivo/avaliativo para um olhar mais descritivo/processual do &#8220;argumentar em sala de aula&#8221;. Apresentamos um desenho de pesquisa desenvolvido em torno de três eixos interdependentes para analisar interações discursivas em uma turma do 3° ano do Ensino Fundamental. Os resultados indicam que considerar a forma do discurso, e não apenas seu conteúdo, gerou insights sobre o que significa argumentar na perspectiva dos próprios estudantes e professora. Ademais, conexões históricas do cotidiano da turma em contraste com contextos de diferentes dimensões espaço-temporais proporcionaram uma análise multifacetada dos processos de aprendizagem em construção.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: We discuss the potential of Ethnography in Education to analyze discursive interactions in science lessons. One of the challenges of Science Education research is to shift the studies from a prescriptive/evaluative approach to a descriptive/procedural view of argumentation in classroom. We present a research design developed around three interdependent axes to analyze discursive interactions in an Elementary School&#8217;s 3rd grade class. The results indicate that considering the form of discourse, not just its content, has generated insights into what it means to argue from the perspective of students and teacher themselves. In addition, historical connections of the daily life of the class in contrast to contexts of different time-space dimensions provided a multifaceted analysis of the learning processes under construction.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Discurso]]></kwd>
<kwd lng="pt"><![CDATA[Argumentação]]></kwd>
<kwd lng="pt"><![CDATA[Etnografia em Educação]]></kwd>
<kwd lng="pt"><![CDATA[Metodologia]]></kwd>
<kwd lng="pt"><![CDATA[Educação em Ciências]]></kwd>
<kwd lng="en"><![CDATA[Discourse]]></kwd>
<kwd lng="en"><![CDATA[Argumentation]]></kwd>
<kwd lng="en"><![CDATA[Ethnography in Education]]></kwd>
<kwd lng="en"><![CDATA[Methodology, Science Education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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