<?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>S1983-21172021000100301</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172021230101</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PRÁTICAS CONSTITUINTES DE INVESTIGAÇÃO PLANEJADA POR ESTUDANTES EM AULA DE CIÊNCIAS: ANÁLISE DE UMA SITUAÇÃO]]></article-title>
<article-title xml:lang="en"><![CDATA[CONSTITUTIVE PRACTICES OF INQUIRY PLANNED BY STUDENTS IN SCIENCE LESSON: ANALYSIS OF AN EXAMPLE]]></article-title>
<article-title xml:lang="es"><![CDATA[PRÁCTICAS CONSTITUTIVAS DE UNA INVESTIGACIÓN PLANIFICADA POR ALUMNOS EN LA CLASE DE CIENCIAS: ANÁLISIS DE UNA SITUACIÓN]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sasseron]]></surname>
<given-names><![CDATA[Lúcia Helena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo Faculdade de Educação ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>23</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172021000100301&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172021000100301&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172021000100301&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Nos últimos anos muito se tem discutido sobre o ensino de ciências como prática que possibilite relação com as dimensões conceitual, social, material e epistêmica do conhecimento. Neste estudo de caso, com análise qualitativa, estudamos uma situação de ensino em atividade eletiva em que estudantes dos anos iniciais do Ensino Fundamental, sob a supervisão de monitores com formação em diferentes áreas das ciências, se envolvem no planejamento de investigação. A partir do estudo, identificamos elementos constituintes da investigação e como eles se relacionam aos objetos epistêmicos e às condições experimentais. Entendemos que os resultados apresentados podem contribuir para a pesquisa em Educação em Ciências por expor um modo de análise de situações de investigação em que práticas epistêmicas são realizadas pelos estudantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: In recent years, much has been discussed about the teaching of science as a practice allowing relations among conceptual, social, material and epistemic dimensions of knowledge. In this case study, with qualitative analysis, we analyzed a teaching situation in elective activity in which Elementary School students, under the supervision of monitors trained in different areas of science, get involved in an inquiry planning. From the study, we identified constituent elements of the investigation and how they relate to epistemic objects and experimental conditions. The results presented in this paper can contribute to Science Education research area by exposing a way of analyzing research situations in which epistemic practices are performed by students.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: En los últimos años se ha discutido sobre la enseñanza de las ciencias como una práctica que permite relacionar las dimensiones conceptual, social, material y epistémica del conocimiento. En este estudio de caso, con análisis cualitativo, investigamos una situación de enseñanza en una actividad optativa en la que alumnos de los ciclos iniciales de la educación primaria, bajo la supervisión de monitores formados en diferentes áreas de las ciencias, se involucran en la planificación de la investigación. A partir del análisis, identificamos elementos que componen la investigación y cómo se relacionan con los objetos epistémicos y las condiciones experimentales. Creemos que los resultados presentados pueden contribuir a la investigación en Educación Científica al exponer una forma de analizar situaciones de investigación en las que los estudiantes realizan prácticas epistémicas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino por investigação]]></kwd>
<kwd lng="pt"><![CDATA[Práticas epistêmicas]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Fundamental]]></kwd>
<kwd lng="en"><![CDATA[Inquiry-based teaching]]></kwd>
<kwd lng="en"><![CDATA[Epistemic practices]]></kwd>
<kwd lng="en"><![CDATA[Elementary school]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza por investigación]]></kwd>
<kwd lng="es"><![CDATA[Prácticas epistémicas]]></kwd>
<kwd lng="es"><![CDATA[Educación Primaria]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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