<?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>S1983-21172008000200267</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172008100207</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Freire e Vigotski no contexto da Educação em Ciências: aproximações e distanciamentos]]></article-title>
<article-title xml:lang="en"><![CDATA[Freire and Vigotski's in the context of Science Education: proximities and detachments]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gehlen]]></surname>
<given-names><![CDATA[Simoni Tormöhlen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Auth]]></surname>
<given-names><![CDATA[Milton Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Auler]]></surname>
<given-names><![CDATA[Décio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pansera-de-Araújo]]></surname>
<given-names><![CDATA[Maria Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maldaner]]></surname>
<given-names><![CDATA[Otavio Aloisio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Regional do Noroeste do Estado do Rio Grande do Sul Departamento de Física, Matemática e Estatística ]]></institution>
<addr-line><![CDATA[Ijuí RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Santa Maria Departamento de Metodologia do Ensino ]]></institution>
<addr-line><![CDATA[Santa Maria RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Regional do Noroeste do Estado do Rio Grande do Sul Departamento de Biologia e Química ]]></institution>
<addr-line><![CDATA[Ijuí RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2008</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2008</year>
</pub-date>
<volume>10</volume>
<numero>2</numero>
<fpage>267</fpage>
<lpage>282</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172008000200267&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172008000200267&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172008000200267&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[No contexto da Educa&#231;&#227;o em Ci&#234;ncias, as concep&#231;&#245;es de Paulo Freire e Lev S. Vigotski, individualmente, t&#234;m contribu&#237;do para a configura&#231;&#227;o de novas perspectivas de an&#225;lise e teoriza&#231;&#227;o do conhecimento cient&#237;fico produzido e apropriado pelos sujeitos. O estudo te&#243;rico apresentou indicativos de que as id&#233;ias de Freire e Vigotski aproximam-se em tr&#234;s aspectos: a) a valoriza&#231;&#227;o do conhecimento cotidiano; b) as semelhan&#231;as entre o papel dos especialistas em Freire e dos sujeitos mais capazes em Vigotski e c) a conscientiza&#231;&#227;o; e apresentam distanciamentos em dois: a) na g&#234;nese do conhecimento e b) no ponto de partida do processo de aprendizagem. Al&#233;m do mais, sinaliza-se que a poss&#237;vel complementaridade das id&#233;ias dos autores pode enriquecer propostas curriculares para a Educa&#231;&#227;o em Ci&#234;ncias.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[In the context of Science Education, the conceptions of Paulo Freire and Lev S. Vigotski have contributed individually to the shaping of new perspectives of analysis and theory of scientific knowledge that is produced and incorporated by individuals. This theoretical study indicates that on one hand Freire and Vigotski' ideas converge in three aspects: a) valorization of daily knowledge; b) similarities between the role of specialists in Freire and the role of more able individuals in Vigotski and c) awareness. On the other hand, the scholar's ideas diverge in two aspects: the knowledge genesis and b) the starting point of learning process. Moreover, the possible complementarity of both Freire and Vigotski's ideas may improve curricular proposals in Science Education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[conhecimento cotidiano e científico]]></kwd>
<kwd lng="pt"><![CDATA[gênese do conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[educação em ciências.]]></kwd>
<kwd lng="en"><![CDATA[daily and scientific knowledge]]></kwd>
<kwd lng="en"><![CDATA[knowledge genesis]]></kwd>
<kwd lng="en"><![CDATA[science education.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<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>
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<article-id>S1983-21172008000200267</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172008100207</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Freire e Vigotski no contexto da Educação em Ciências: aproximações e distanciamentos]]></article-title>
<article-title xml:lang="en"><![CDATA[Freire and Vigotski's in the context of Science Education: proximities and detachments]]></article-title>
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<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gehlen]]></surname>
<given-names><![CDATA[Simoni Tormöhlen]]></given-names>
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<xref ref-type="aff" rid="Aff"/>
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<contrib contrib-type="author">
<name>
<surname><![CDATA[Auth]]></surname>
<given-names><![CDATA[Milton Antonio]]></given-names>
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<xref ref-type="aff" rid="Aff"/>
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<contrib contrib-type="author">
<name>
<surname><![CDATA[Auler]]></surname>
<given-names><![CDATA[Décio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pansera-de-Araújo]]></surname>
<given-names><![CDATA[Maria Cristina]]></given-names>
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<xref ref-type="aff" rid="Aff"/>
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<contrib contrib-type="author">
<name>
<surname><![CDATA[Maldaner]]></surname>
<given-names><![CDATA[Otavio Aloisio]]></given-names>
</name>
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<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Regional do Noroeste do Estado do Rio Grande do Sul Departamento de Física, Matemática e Estatística ]]></institution>
<addr-line><![CDATA[Ijuí RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Santa Maria Departamento de Metodologia do Ensino ]]></institution>
<addr-line><![CDATA[Santa Maria RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Regional do Noroeste do Estado do Rio Grande do Sul Departamento de Biologia e Química ]]></institution>
<addr-line><![CDATA[Ijuí RS]]></addr-line>
<country>Brazil</country>
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<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2008</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2008</year>
</pub-date>
<volume>10</volume>
<numero>2</numero>
<fpage>267</fpage>
<lpage>282</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172008000200267&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172008000200267&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172008000200267&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[No contexto da Educa&#231;&#227;o em Ci&#234;ncias, as concep&#231;&#245;es de Paulo Freire e Lev S. Vigotski, individualmente, t&#234;m contribu&#237;do para a configura&#231;&#227;o de novas perspectivas de an&#225;lise e teoriza&#231;&#227;o do conhecimento cient&#237;fico produzido e apropriado pelos sujeitos. O estudo te&#243;rico apresentou indicativos de que as id&#233;ias de Freire e Vigotski aproximam-se em tr&#234;s aspectos: a) a valoriza&#231;&#227;o do conhecimento cotidiano; b) as semelhan&#231;as entre o papel dos especialistas em Freire e dos sujeitos mais capazes em Vigotski e c) a conscientiza&#231;&#227;o; e apresentam distanciamentos em dois: a) na g&#234;nese do conhecimento e b) no ponto de partida do processo de aprendizagem. Al&#233;m do mais, sinaliza-se que a poss&#237;vel complementaridade das id&#233;ias dos autores pode enriquecer propostas curriculares para a Educa&#231;&#227;o em Ci&#234;ncias.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[In the context of Science Education, the conceptions of Paulo Freire and Lev S. Vigotski have contributed individually to the shaping of new perspectives of analysis and theory of scientific knowledge that is produced and incorporated by individuals. This theoretical study indicates that on one hand Freire and Vigotski' ideas converge in three aspects: a) valorization of daily knowledge; b) similarities between the role of specialists in Freire and the role of more able individuals in Vigotski and c) awareness. On the other hand, the scholar's ideas diverge in two aspects: the knowledge genesis and b) the starting point of learning process. Moreover, the possible complementarity of both Freire and Vigotski's ideas may improve curricular proposals in Science Education.]]></p></abstract>
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<kwd lng="pt"><![CDATA[gênese do conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[educação em ciências.]]></kwd>
<kwd lng="en"><![CDATA[daily and scientific knowledge]]></kwd>
<kwd lng="en"><![CDATA[knowledge genesis]]></kwd>
<kwd lng="en"><![CDATA[science education.]]></kwd>
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