<?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>1983-1730</journal-id>
<journal-title><![CDATA[Ensino em Re-Vista]]></journal-title>
<abbrev-journal-title><![CDATA[Ensino em Re-Vista]]></abbrev-journal-title>
<issn>1983-1730</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-17302019000401217</article-id>
<article-id pub-id-type="doi">10.14393/er-v26nea2019-12</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O uso de mapas conceituais na identificação de obstáculos à aprendizagem de um tema que gera conflito entre ciência e crença: a origem da vida]]></article-title>
<article-title xml:lang="en"><![CDATA[The use of conceptual maps in the identification of obstacles to the learning of a subject that generates conflict between science and belief: the origin of life]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nascimento]]></surname>
<given-names><![CDATA[Núbia Costa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Rosiléia Oliveira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pena]]></surname>
<given-names><![CDATA[Fábio Luís Alves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia da Bahia  ]]></institution>
<addr-line><![CDATA[Simões Filho Bahia]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal da Bahia  ]]></institution>
<addr-line><![CDATA[Salvador Bahia]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia da Bahia  ]]></institution>
<addr-line><![CDATA[Simões Filho Bahia]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<volume>26</volume>
<numero>spe</numero>
<fpage>1217</fpage>
<lpage>1237</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-17302019000401217&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-17302019000401217&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-17302019000401217&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Ensinar ciências envolve obstáculos, sendo que, quando o tema suscita conflitos, o desafio é ainda maior. Esta pesquisa objetivou identificar quais são os principais obstáculos no aprendizado de um tema que gera conflito entre ciência e religião: a origem da vida. Os participantes da pesquisa foram 141 estudantes do IFBA de Simões Filho, que cursavam o 3º ano do Ensino Médio. Os alunos elaboraram dois mapas conceituais, que foram analisados qualitativamente. Foram identificados seis obstáculos: 1 - diferença entre a bagagem de conhecimento científico e religioso, 2 - divulgação de informações científicas erradas em meios de comunicação, 3 - confusões sobre o significado de teoria e lei, 4 - conhecimentos prévios equivocados, 5 - rejeição das teorias científicas por razões religiosas e 6 - postura cientificista de professores durante as aulas. O conhecimento científico pode contribuir para um pensar crítico, mas é essencial respeitar a diversidade sociocultural, como também seus contextos de aplicação, para assim se construir uma sociedade cada vez mais igualitária e justa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Teaching science involves obstacles, and when the subject raises conflicts, the challenge is even greater. This research aimed to identify which are the main obstacles in the learning of a subject that generates conflict between science and religion: the origin of the life. The participants in this study were 141 students of 3rd year of High Scholl from IFBA of Simões Filho. The students elaborated two conceptual maps, that were analyzed using a qualitative approach. Six obstacles have been identified: 1. difference between scientific and religious background knowledge, 2. dissemination of erroneous scientific information in the media, 3. confusions on the meaning of theory and law, 4. mistaken previous knowledge, 5. rejection of scientific theories due to religious reasons and 6. scientistic posture of teachers during classes. The scientific knowledge can contribute to a critical thinking, but it is essential to respect the socio-cultural diversity, as well as their application contexts, only then we will build an ever more equal and just society.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ciência]]></kwd>
<kwd lng="pt"><![CDATA[religião]]></kwd>
<kwd lng="pt"><![CDATA[mapa conceitual]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[origem da vida]]></kwd>
<kwd lng="en"><![CDATA[Science]]></kwd>
<kwd lng="en"><![CDATA[religion]]></kwd>
<kwd lng="en"><![CDATA[conceitual map]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[origin of life]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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