<?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>1983-2117</journal-id>
<journal-title><![CDATA[Ensaio Pesquisa em Educação em Ciências]]></journal-title>
<abbrev-journal-title><![CDATA[Ens. Pesqui. Educ. Ciênc]]></abbrev-journal-title>
<issn>1983-2117</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-21172000000100099</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172000020107</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[As ilhas de racionalidade e o saber significativo: o ensino de ciências através de projetos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nehring]]></surname>
<given-names><![CDATA[Cátia Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Cibele Celestino]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Trindade]]></surname>
<given-names><![CDATA[José Análio de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pietrocola]]></surname>
<given-names><![CDATA[Maurício]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leite]]></surname>
<given-names><![CDATA[Raquel Crosara Maia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pinheiro]]></surname>
<given-names><![CDATA[Terezinha de Fátima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Regional do Noroeste do Estado do Rio Grande do Sul Departamento de Matemática ]]></institution>
<addr-line><![CDATA[Inuí RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado de Santa Catarina Departamento de Física ]]></institution>
<addr-line><![CDATA[Florianóplois SC]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Santa Catarina Colégio de Aplicação ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal de Santa Catarina Departamento de Física ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2000</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2000</year>
</pub-date>
<volume>2</volume>
<numero>1</numero>
<fpage>99</fpage>
<lpage>122</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172000000100099&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172000000100099&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172000000100099&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O objetivo deste artigo &#233; refletir sobre o ensino atual de ci&#234;ncias, sua rela&#231;&#227;o com o cotidiano e o universo de interesse dos estudantes. A falta de rela&#231;&#227;o deste ensino com a realidade vivenciada pelos alunos faz com que tenham um menor engajamento neste processo de aprendizagem, para o qual n&#227;o v&#234;em muito significado. Uma das raz&#245;es deste problema est&#225; na sele&#231;&#227;o dos conte&#250;dos disciplinares e na forma como s&#227;o trabalhados nas aulas de ci&#234;ncias e a quest&#227;o que se coloca &#233;: como devemos proceder para que os alunos possam compreender o conhecimento cient&#237;fico como resposta a uma quest&#227;o ou a um problema? Uma das possibilidades para o alcance deste objetivo &#233; o desenvolvimento de atividades de modeliza&#231;&#227;o que, al&#233;m de manter contato com os modelos cient&#237;ficos, permite a sua aplica&#231;&#227;o &#224; realidade de forma significativa. Para intensificar essa aproxima&#231;&#227;o entre o ensino de ci&#234;ncias e o cotidiano, Gerard Fourez (1994) prop&#245;e a constru&#231;&#227;o de ilhas interdisciplinares de racionalidade, na perspectiva de uma alfabetiza&#231;&#227;o cient&#237;fica e t&#233;cnica. Para ele este &#233; um meio de promover um ensino capaz de propiciar a autonomia, o dom&#237;nio e a comunica&#231;&#227;o das tecnologias intelectuais elaboradas pela humanidade. Neste sentido, ao mesmo tempo que apresentamos as etapas de constru&#231;&#227;o de uma ilha interdisciplinar de racionalidade, propomos um exemplo da mesma em torno do tema: "um banho saud&#225;vel".]]></p></abstract>
</article-meta>
</front><back>
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