<?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>S1983-21172022000100315</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172022240123</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ANÁLISES E REFLEXÕES SOBRE A PRESENÇA DO REFERENCIAL EPISTEMOLÓGICO PRIGOGINIANO NAS TESES E DISSERTAÇÕES DA ÁREA DE EDUCAÇÃO EM CIÊNCIAS]]></article-title>
<article-title xml:lang="es"><![CDATA[ANÁLISIS Y REFLEXIONES SOBRE LA PRESENCIA DEL MARCO EPISTEMOLÓGICO PRIGOGINIANO EN TESIS DOCTORALES Y DE MAESTRÍA EN EL ÁREA DE EDUCACIÓN EN CIENCIAS]]></article-title>
<article-title xml:lang="en"><![CDATA[ANALYSES AND REFLECTIONS ON THE PRESENCE OF THE PRIGOGINIAN EPISTEMOLOGICAL FRAMEWORK IN THESES AND DISSERTATIONS IN THE AREA OF SCIENCE EDUCATION]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SOUSA]]></surname>
<given-names><![CDATA[THIAGO WESLEI DE ALMEIDA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[QUEIRÓS]]></surname>
<given-names><![CDATA[WELLINGTON PEREIRA DE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PIRES]]></surname>
<given-names><![CDATA[DARIO XAVIER]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Mato Grosso do Sul  ]]></institution>
<addr-line><![CDATA[Campo Grande MS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>24</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172022000100315&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172022000100315&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172022000100315&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Nesta investigação - parte constituinte de uma pesquisa doutoral - pretendemos localizar e analisar a utilização do referencial prigoginiano nos trabalhos de Educação em Ciências. Analisamos trabalhos de conclusão de cursos stricto sensu (teses e dissertações), que apresentavam o pensamento-Prigogine como objeto de estudo ou como referencial teórico na área de Educação em Ciências. Para tal, a fonte documental escolhida foi o Catálogo de Teses e Dissertações da Capes. A pesquisa consistiu na aplicação da Análise Textual Discursiva (ATD) no corpus da nossa investigação, em que fomos direcionados pela pergunta fenomenológica &#8220;o que é isto que se mostra da utilização do referencial prigoginiano nas pesquisas em Educação em Ciências?&#8221;. Tivemos como resultado quatro categorias, as quais são apresentadas e discutidas por meio de metatextos. Observamos que duas dessas categorias carregam uma perspectiva de discussão mais filosófica em sua composição, ao passo que as outras duas categorias se atêm à discussão da localização do referencial prigoginiano nas estruturas das pesquisas que integram o corpus desta investigação. Confirmamos que, apesar da sua relevância, o referencial prigoginiano é pouco ou quase nada utilizado no campo de Educação em Ciências. Por outro lado, argumentamos sobre o quão inovadora, necessária e desafiadora será a construção de trabalhos no campo educacional que tenham Prigogine como referencial teórico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: En esta investigación, parte constitutiva de una investigación doctoral, pretendemos ubicar y analizar el uso del marco prigoginiano en trabajos de Educación en Ciencias. Se analizaron trabajos de finalización de cursos de postgrado stricto sensu (tesis doctorales y de maestría) que presentaban el pensamiento prigoginiano como objeto de estudio o como referente teórico en el campo de la Educación en Ciencias. Para ello, se eligió como fuente documental el Catálogo de Tesis Doctorales y de Maestría de la Capes. La investigación consistió en la aplicación del Análisis Textual Discursivo (ATD) en el corpus de nuestra investigación, en la cual nos guio la pregunta fenomenológica &#8220;¿qué es eso que se muestra en el uso del marco prigoginiano en las investigaciones en Educación en Ciencias?&#8221;. Tuvimos como resultado cuatro categorías, las cuales son presentadas y discutidas a través de metatextos. Observamos que dos de estas categorías llevan una perspectiva de discusión más filosófica en su composición, mientras que las otras dos categorías se enfocan en la discusión de la ubicación de la referencia prigoginiana en las estructuras de investigación que componen el corpus de esta investigación. Constatamos que, a pesar de su relevancia, la referencia prigoginiana es poco o casi nada utilizada en el campo de la Educación en Ciencias. Por otro lado, argumentamos cuán innovadora, necesaria y desafiante será la construcción de obras en el campo educativo que tengan a Prigogine como referente teórico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: In this investigation - a constituent part of a doctoral research - we aimed to locate and analyze the use of the Prigoginian framework in Science Education works. We analyzed stricto sensu course completion works (theses and dissertations), which had Prigogine-thought as an object of study or as a theoretical reference in the field of Science Teaching. To this end, the documental source chosen was the Capes Theses and Dissertations Catalogue. The research consisted of the application of Discursive Textual Analysis (DTA) in the corpus of our investigation, where we were guided by the phenomenological question &#8220;what is this that is shown in the use of the Prigoginian framework in research in Science Education?&#8221; As a result we had four categories, which are presented and discussed through metatexts. We observed that two of these categories carry a more philosophical discussion perspective in their composition, while the other two categories focus on the discussion of the location of the Prigoginian reference in the research structures that make up the corpus of this investigation. We confirm that, despite its relevance, the Prigoginian reference is little or almost nothing used in the field of Science Education. In contrast, we argue how innovative, necessary, and challenging will be the construction of works in the educational field that have Prigogine as a theoretical reference.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ilya Prigogine]]></kwd>
<kwd lng="pt"><![CDATA[Epistemologia]]></kwd>
<kwd lng="pt"><![CDATA[Complexidade]]></kwd>
<kwd lng="es"><![CDATA[Ilya Prigogine]]></kwd>
<kwd lng="es"><![CDATA[Epistemología]]></kwd>
<kwd lng="es"><![CDATA[Complejidad]]></kwd>
<kwd lng="en"><![CDATA[Ilya Prigogine]]></kwd>
<kwd lng="en"><![CDATA[Epistemology]]></kwd>
<kwd lng="en"><![CDATA[Complexity]]></kwd>
</kwd-group>
</article-meta>
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