<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062025000100119</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v35.n.69.s17762</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Breve análise sobre os discursos de licenciandos(as) em Física, Biologia e Matemática: percepções sobre a natureza da ciência]]></article-title>
<article-title xml:lang="en"><![CDATA[A brief analysis of the discourses of Physics, Biology and Mathematics undergraduates: perceptions of the nature of science]]></article-title>
<article-title xml:lang="es"><![CDATA[Breve análisis de los discursos de los estudiantes de licenciatura en Física, Biología y Matemáticas: percepciones acerca de la naturaleza de la ciência]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[Adriano Antunes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jorge]]></surname>
<given-names><![CDATA[Letícia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pino]]></surname>
<given-names><![CDATA[José Cláudio Del]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hipólito]]></surname>
<given-names><![CDATA[Samuel da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Araranguá Santa Catarina]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Estadual do Sudoeste da Bahia  ]]></institution>
<addr-line><![CDATA[Jequié Bahia]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A04">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>35</volume>
<numero>69</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062025000100119&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062025000100119&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062025000100119&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Ao longo das últimas décadas, a literatura vem defendendo a utilização da História e Filosofia da Ciência (HFC) para a discussão da natureza da ciência (NdC) e do trabalho científico no âmbito educacional. A postura teórica do(a) docente com frequência não contempla as reflexões histórico-epistemológicas contemporâneas. Diante disso, concepções inadequadas de Ciência mantidas pelo(a) professor(a) podem repercutir em sua práxis, exercendo influência na construção da percepção de Ciência dos(as) discentes. Debruçar-se sobre cursos de formação inicial de docentes, investigando elementos estruturais de suas composições que possam somar-se ou não à qualificação de profissionais na temática supracitada torna-se algo necessário. Emerge, portanto, o objetivo de analisar as concepções sobre a NdC de estudantes ingressantes e concluintes dos cursos de Licenciatura em Ciências Biológicas, Física e Matemática da região do Extremo Sul do Estado de Santa Catarina, visando a identificar possíveis contribuições (influências) dos componentes curriculares desses cursos para a construção dessas concepções. A partir da triangulação de dados extraídos por meio de questionários, elementos curriculares e entrevistas semiestruturadas, examina-se &#8211; à luz da análise de conteúdo &#8211; a existência positiva e significativa de influências do percurso formativo na percepção da Ciência expressa por alguns/algumas futuros(as) docentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Over the last few decades, the literature has advocated the use of the History and Philosophy of Science (HPS) to discuss the nature of science (NoS) and scientific work in the educational sphere. Teachers' theoretical stance often fails to take into account contemporary historical and epistemological reflections. In view of this, inadequate conceptions of Science held by teachers can have repercussions on their praxis, influencing the construction of students' perceptions of Science. Focusing on initial teacher training courses, investigating structural elements of their composition that may or may not add to the qualification of professionals in the aforementioned subject, becomes necessary. The aim of this study was therefore to analyze the conceptions of NoS held by incoming and outgoing students of degree courses in Biological Sciences, Physics and Mathematics in the Far South Region of the State of Santa Catarina, in order to identify possible contributions (influences) of the curricular components of these courses to the construction of these conceptions. Based on the triangulation of data extracted through questionnaires, curricular elements and semi-structured interviews, it was examined &#8211; in the light of content analysis &#8211; the positive and significant existence of influences from the training course on the perception of Science expressed by some future teachers.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen A lo largo de las últimas décadas, la literatura ha defendido el uso de la Historia y Filosofía de la Ciencia (HFC) para discutir la naturaleza de la ciencia (NdC) y del trabajo científico en el ámbito educativo. La postura teórica de los(las) docentes no suele tener en cuenta las reflexiones históricas y epistemológicas contemporáneas. En vista de ello, las concepciones inadecuadas de la Ciencia que tienen los professores(as) pueden repercutir en su praxis, influyendo en la construcción de la percepción de la Ciencia que tienen los(las) discentes. Centrarse en los cursos de formación inicial del profesorado, investigando elementos estructurarel de sus composiciones que se puedan somarse o no a la cualificación de profesionales en el área mencionada se hace necesario. Por lo tanto, el objetivo es analizar las concepciones acerca de la NdC que tienen los estudiantes que ingresan y egresan de los cursos de Licenciatura en Ciencias Biológicas, Física y Matemáticas en la región del Extremo Sur del Estado de Santa Catarina, con el fin de identificar posibles contribuciones (influencias) de los componentes curriculares de estos cursos en la construcción de esas concepciones. A partir de la triangulación de datos extraídos por medio de cuestionarios, elementos curriculares y entrevistas semiestructuradas, sev examina &#8211; a la luz del análisis de contenido &#8211; la existencia positiva y significativa de influencias de la trayectoria de formación en la percepción de la Ciencia expresada por algunos(as) futuros(as) docentes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Concepção de ciência]]></kwd>
<kwd lng="pt"><![CDATA[Natureza da ciência]]></kwd>
<kwd lng="pt"><![CDATA[Formação docente]]></kwd>
<kwd lng="en"><![CDATA[Conception of science]]></kwd>
<kwd lng="en"><![CDATA[Nature of science]]></kwd>
<kwd lng="en"><![CDATA[Teaching training]]></kwd>
<kwd lng="es"><![CDATA[Concepción de la ciencia]]></kwd>
<kwd lng="es"><![CDATA[Naturaleza de la ciencia]]></kwd>
<kwd lng="es"><![CDATA[Formación docente]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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