<?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>S1983-21172021000100314</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172021230116</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Um professor de química, um conteúdo e dois contextos escolares: do PCK pessoal para o PCK em ação]]></article-title>
<article-title xml:lang="es"><![CDATA[Un docente de química, un contenido y dos contextos escolares: del PCK personal al PCK en acción]]></article-title>
<article-title xml:lang="en"><![CDATA[A chemistry teacher, one content and two school contexts: from the personal PCK to the enacted PCK]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Aroldo Nascimento]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernandez]]></surname>
<given-names><![CDATA[Carmen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[Instituto de Química ]]></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=S1983-21172021000100314&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172021000100314&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172021000100314&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Neste trabalho, analisamos como um professor, inserido em dois contextos escolares distintos, mobiliza seus conhecimentos para o ensino de química. Adotamos como referencial teórico a base de conhecimentos de professores, mais especificamente o Conhecimento Pedagógico do Conteúdo (PCK). Os dados compreendem registros audiovisuais das aulas, entrevistas, respostas ao instrumento Representação de Conteúdo (CoRe), reflexões vídeo-estimuladas e observação participante. As análises basearam-se nas interações discursivas e no Modelo Consensual Refinado. A partir desses dados, acessamos e analisamos o conhecimento pedagógico do conteúdo pessoal e em ação do professor e apontamos as contribuições recebidas pelos distintos atores e contextos que fez com que o professor atuasse diferentemente nas duas escolas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En este trabajo, analizamos cómo un docente, insertado en dos contextos escolares distintos, moviliza sus conocimientos para la enseñanza de la química. Adoptamos como marco teórico el conocimiento base de los docentes, más específicamente el Conocimiento Didáctico del Contenido (PCK). Los datos comprenden registros audiovisuales de las clases, entrevistas, respuestas al instrumento Representación del Contenido (CoRe), reflexiones videoestimuladas y observación participante. Los análisis se basaron en interacciones discursivas y en el Modelo Consensual Refinado. A partir de estos datos accedemos y analizamos el conocimiento pedagógico del contenido personal y en acción del docente y señalamos los aportes recibidos por los diferentes actores y contextos que hicieron que el docente actuara diferentemente en las dos escuelas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: In this work, we analyze how a teacher, inserted in two different school contexts, mobilizes his knowledge for teaching chemistry. We adopted as the theoretical background framing the teachers&#8217; professional knowledge, more specifically the Pedagogical Content Knowledge (PCK). The data comprise audiovisual records of classes, interviews, answers to the Content Representation instrument (CoRe), stimulated video reflections and participant observation. The analyzes were based on the discursive interactions and the Refined Consensus Model. From these data, we access and analyze the personal and the enacted pedagogical content knowledge of the teacher and point out the contributions received by the different actors and contexts that made the teacher act differently in the two schools.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Conhecimento Pedagógico do Conteúdo]]></kwd>
<kwd lng="pt"><![CDATA[Contexto de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimentos docentes]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento Didáctico del Contenido]]></kwd>
<kwd lng="es"><![CDATA[Contexto de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Conocimientos de los docentes]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Content Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Learning context]]></kwd>
<kwd lng="en"><![CDATA[Teaching knowledge]]></kwd>
</kwd-group>
</article-meta>
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