<?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>1809-4309</journal-id>
<journal-title><![CDATA[Práxis Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Práxis Educativa. Ponta Grossa]]></abbrev-journal-title>
<issn>1809-4309</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - Ponta Grossa  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-43092018000100008</article-id>
<article-id pub-id-type="doi">10.5212/PraxEduc.v.13i1.0001</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A natureza da ciência na educação em ciência: teorias e práticas]]></article-title>
<article-title xml:lang="en"><![CDATA[The nature of science in science education: theories and practices]]></article-title>
<article-title xml:lang="es"><![CDATA[La naturaleza de la ciencia en la educación en ciencia: teorías y prácticas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morais]]></surname>
<given-names><![CDATA[Ana Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Neves]]></surname>
<given-names><![CDATA[Isabel Pestana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Sílvia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Saraiva]]></surname>
<given-names><![CDATA[Leonor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Lisboa Instituto de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Lisboa Instituto de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Lisboa Instituto de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade de Lisboa Instituto de Educação Instituto Politécnico de Setúbal]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<volume>13</volume>
<numero>1</numero>
<fpage>8</fpage>
<lpage>32</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092018000100008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092018000100008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092018000100008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O artigo parte de resultados da investiga&#231;&#227;o realizada pelo Grupo ESSA (Estudos Sociol&#243;gicos da Sala de Aula) sobre a inclus&#227;o da natureza da ci&#234;ncia (metaci&#234;ncia) na educa&#231;&#227;o cient&#237;fica. Os resultados, que se t&#234;m obtido da an&#225;lise de v&#225;rios textos e contextos educativos - curr&#237;culos/programas, manuais escolares e pr&#225;ticas pedag&#243;gicas - e das rela&#231;&#245;es entre esses textos/contextos, t&#234;m, em geral, revelado uma reduzida presen&#231;a e uma baixa conceptualiza&#231;&#227;o da metaci&#234;ncia. No artigo, come&#231;a-se por apresentar o enquadramento te&#243;rico da investiga&#231;&#227;o do Grupo ESSA sobre a inclus&#227;o da natureza da ci&#234;ncia na educa&#231;&#227;o cient&#237;fica, fundamentalmente a teoriza&#231;&#227;o de Ziman (1984, 2000) sobre a metaci&#234;ncia e a teoriza&#231;&#227;o de Bernstein sobre a produ&#231;&#227;o e reprodu&#231;&#227;o do conhecimento, referindo-se particularmente o seu modelo do discurso pedag&#243;gico (1990, 2000) e as estruturas de conhecimento (1999). Segue-se a descri&#231;&#227;o de uma proposta de interven&#231;&#227;o pedag&#243;gica, teoricamente sustentada, que explora a natureza da ci&#234;ncia em contexto de sala de aula. Pretende-se com essa proposta dar exemplo de uma estrat&#233;gia que privilegie uma aprendizagem cient&#237;fica de n&#237;vel elevado para todos os alunos e que possa constituir objeto de reflex&#227;o sobre a inclus&#227;o da natureza da ci&#234;ncia no ensino das ci&#234;ncias. O artigo termina com algumas considera&#231;&#245;es sobre a aplicabilidade da atividade proposta, retomando argumentos de natureza te&#243;rica e emp&#237;rica que sustentam a sua utiliza&#231;&#227;o no contexto da educa&#231;&#227;o cient&#237;fica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The article is based on results of research carried out by the ESSA Group (Sociological Studies of the Classroom) centred on the inclusion of the nature of science (metascience) on science education. The results, based on analyses of various educational texts and contexts - curricula/syllabuses, textbooks and pedagogic practices - and of the relations between those texts/contexts, have in general shown a reduced presence and low conceptualization of metascience. The article starts by presenting the theoretical framework of the research of the ESSA Group which was focused on the introduction of the nature of science in science education. It is mostly based on Ziman&#8217;s conceptualization of metascience (1984, 2000) and on Bernstein&#8217;s theorization of production and reproduction of knowledge, particularly his model of pedagogic discourse (1990, 2000) and knowledge structures (1999). This is followed by the description of a pedagogical strategy, theoretically grounded, which explores the nature of science in the classroom context. The intention is to give an example of a strategy which privileges a high level learning for all students and which may contribute to a reflection about the inclusion of the nature of science on science education. Finally, considerations are made about the applicability of the strategy on the basis of previous theoretical and empirical arguments which sustain its use in the context of science education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El art&#237;culo parte de los resultados de la investigaci&#243;n realizada por el Grupo ESSA (Estudios Sociol&#243;gicos de la Sala de clase) sobre la inclusi&#243;n de la naturaleza de la ciencia (metaciencia) en la educaci&#243;n cient&#237;fica. Los resultados, que se han obtenido del an&#225;lisis de varios textos y contextos educativos - curr&#237;culos/programas, manuales escolares y pr&#225;cticas pedag&#243;gicas - y de las relaciones entre esos textos/contextos, han, en general, revelado una reducida presencia y una baja conceptualizaci&#243;n de la metaciencia. En el art&#237;culo se empieza por presentar el marco te&#243;rico de la investigaci&#243;n del Grupo ESSA sobre la inclusi&#243;n de la naturaleza de la ciencia en la educaci&#243;n cient&#237;fica, fundamentalmente la teorizaci&#243;n de Ziman (1984, 2000) sobre la metaciencia y la teorizaci&#243;n de Bernstein sobre la producci&#243;n y reproducci&#243;n del conocimiento, refiri&#233;ndose particularmente a su modelo del discurso pedag&#243;gico (1990, 2000) y las estructuras de conocimiento (1999). La siguiente es la descripci&#243;n de una propuesta de intervenci&#243;n pedag&#243;gica, te&#243;ricamente sostenida, que explora la naturaleza de la ciencia en el contexto del aula. Se pretende con esta propuesta dar ejemplo de una estrategia que privilegie un aprendizaje cient&#237;fico de alto nivel para todos los alumnos y que pueda ser objeto de reflexi&#243;n sobre la inclusi&#243;n de la naturaleza de la ciencia en la ense&#241;anza de las ciencias. El art&#237;culo termina con algunas consideraciones sobre la aplicabilidad de la actividad propuesta, retomando argumentos de naturaleza te&#243;rica y emp&#237;rica que sostienen su utilizaci&#243;n en el contexto de la educaci&#243;n cient&#237;fica.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação em ciência]]></kwd>
<kwd lng="pt"><![CDATA[Natureza da ciência]]></kwd>
<kwd lng="pt"><![CDATA[Discurso pedagógico]]></kwd>
<kwd lng="pt"><![CDATA[Estratégia para a sala de aula]]></kwd>
<kwd lng="en"><![CDATA[Science education]]></kwd>
<kwd lng="en"><![CDATA[Nature of science]]></kwd>
<kwd lng="en"><![CDATA[Pedagogic discourse]]></kwd>
<kwd lng="en"><![CDATA[Classroom strategy]]></kwd>
<kwd lng="es"><![CDATA[Educación en ciencia]]></kwd>
<kwd lng="es"><![CDATA[Naturaleza de la ciencia]]></kwd>
<kwd lng="es"><![CDATA[Discurso pedagógico]]></kwd>
<kwd lng="es"><![CDATA[Estrategia para el aula]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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