<?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>1984-0187</journal-id>
<journal-title><![CDATA[Olhar de Professor]]></journal-title>
<abbrev-journal-title><![CDATA[OlharProfr]]></abbrev-journal-title>
<issn>1984-0187</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Ponta Grossa]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-01872025000100305</article-id>
<article-id pub-id-type="doi">10.5212/olharprofr.v.28.23863.015</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Caminhos pedagógicos (re)desenhados pelos professores de Química durante o ensino remoto: foi possível a utilização de atividades experimentais?]]></article-title>
<article-title xml:lang="en"><![CDATA[Pedagogical paths (re)designed by Chemistry teachers during remote teaching: was it possible to use experimental activities?]]></article-title>
<article-title xml:lang="es"><![CDATA[Itinerarios pedagógicos (re)diseñados por profesores de química durante la enseñanza a distancia: ¿fue posible utilizar actividades experimentales?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Batista]]></surname>
<given-names><![CDATA[Jaqueline Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Quézia Raquel Ribeiro da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Maria Betania Hermenegildo dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,aff1  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Paraíba (UFPB)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal da Paraíba (UFPB)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal da Paraíba (UFPB)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>28</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-01872025000100305&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-01872025000100305&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-01872025000100305&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Esta pesquisa buscou compreender os caminhos pedagógicos redesenhados por professores de Química em uma escola paraibana durante o ensino remoto, com foco na experimentação. Foram entrevistados três professores de Química de uma escola pública em Areia (PB). Os dados foram coletados por meio de questionários e analisados conforme os pressupostos da Análise de Conteúdo. Os resultados indicam que as principais dificuldades foram a falta de acesso à internet pelos alunos e a ausência de ferramentas eletrônicas para os professores. Seguindo as orientações do Governo do Estado da Paraíba, as aulas ocorreram por meio de plataformas virtuais, com a distribuição de materiais impressos aos alunos sem acesso à internet. Os professores reconhecem a importância das atividades experimentais para a aprendizagem em Química, contudo apenas um realizou experimentos durante o ensino remoto. Conclui-se que os caminhos pedagógicos redesenhados pelos professores de Química promoveram aproximações e distanciamentos em relação à tendência pedagógica de experimentação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This research aimed to understand the pedagogical paths redesigned by Chemistry teachers at a school in Paraíba during remote teaching, focusing on experimentation in this context. Three Chemistry teachers from a public school in Areia, Paraíba, were interviewed. The data were collected through questionnaires and analyzed according to Content Analysis principles. The results indicate that the main difficulties were the lack of Internet access for students and the absence of electronic tools for teachers. Following the guidelines of the Government of the State of Paraíba, classes took place through virtual platforms, with printed materials distributed to students without Internet access. Teachers recognize the importance of experimental activities for learning in Chemistry, but only one conducted experiments during remote teaching. It is concluded that the pedagogical paths redesigned by Chemistry teachers promoted both approximations to and distances from the pedagogical trend of experimentation.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen The article is the result of research that, based on Social Studies of Childhood in conjunction with contributions from the field of contemporary art, aims to analyze possibilities involving contemporary art and Early Childhood Education, in line with the work of Abad Molina and Ruiz de Velasco Gálvez (2011; 2019). It is a bibliographical study whose focus of analysis is the concept of game installation and its development. Based on Bardin's (2016) content analysis, the article consists of three units of analysis: 1 - Play installations from the perspective of the work of Mariana Mucci, María de los Ángeles Arce and Paulina Lapolla; 2 - Play installations based on work in initial teacher training; and 3 - Reverberations of play installations in academic research with children. It was thus inferred how different possibilities for working with installations can provide contexts for play and exploration, the production of games and performances by children.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Conteúdos químicos]]></kwd>
<kwd lng="pt"><![CDATA[Experimentação]]></kwd>
<kwd lng="pt"><![CDATA[Pandemia.]]></kwd>
<kwd lng="en"><![CDATA[Chemical subject]]></kwd>
<kwd lng="en"><![CDATA[Experimentation]]></kwd>
<kwd lng="en"><![CDATA[Pandemic.]]></kwd>
<kwd lng="es"><![CDATA[Contenidos químicos]]></kwd>
<kwd lng="es"><![CDATA[Experimentación]]></kwd>
<kwd lng="es"><![CDATA[La Pandemia]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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