<?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>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982014000300003</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Abordagem intercultural na educação em ciências: Da energia pensada à energia vivida]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Crepalde]]></surname>
<given-names><![CDATA[Rodrigo dos Santos]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aguiar Jr.]]></surname>
<given-names><![CDATA[Orlando Gomes de]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A03">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2014</year>
</pub-date>
<volume>30</volume>
<numero>03</numero>
<fpage>43</fpage>
<lpage>61</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982014000300003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982014000300003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982014000300003&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo tem duplo objetivo. A primeira contribuição é de ordem teórica. Partimos de referenciais teóricos que se definem no marco da educação intercultural, para justificarmos a ampliação da abrangência do referencial multi/intercultural para educação em ciências. Para tal, procuramos identificar em alguns autores e estudos no campo da educação em ciências uma proximidade com essa perspectiva. Do ponto de vista empírico, este artigo pretende examinar os sentidos produzidos ao conceito de energia, por estudantes de curso de licenciatura do campo, em narrativas por eles produzidas na atividade de encerramento de uma sequência didática forjada em uma perspectiva de educação intercultural. A produção escrita das narrativas foi marcada pela atitude ativa e responsiva dos estudantes ao demonstrar, especialmente, relações de “entrelaçamentos” entre as palavras alheias (da ciência escolar) e as suas próprias. Concluímos com algumas implicações para a pesquisa e a prática educativa, especialmente para o ensino de ciências.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This paper has two purposes. The first one is a theoretical contribution. Starting from theoretical frameworks that define themselves in the context of intercultural education we justify the extension of the scope of multi/intercultural approaches to science education research. For such, we identify some authors and studies in the field of science education a closeness with this perspective. The second contribution is empirical and consist in examining the meaning of energy concept constructed by rural education students after a course oriented by an intercultural perspective. Data was collected in narratives produced by the students at the end of a teaching sequence about energy and environment. The production of written narratives was marked by active and responsive attitude of the students that indicate interweaving relationships between the words of others (science education) and their own. We conclude drawing some implications for research and educational practice, especially in science education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Intercultural]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Ciências]]></kwd>
<kwd lng="pt"><![CDATA[Conceito de Energia]]></kwd>
<kwd lng="pt"><![CDATA[Cruzamento de Fronteiras]]></kwd>
<kwd lng="pt"><![CDATA[Educação do Campo]]></kwd>
<kwd lng="en"><![CDATA[Intercultural Education]]></kwd>
<kwd lng="en"><![CDATA[Science Education]]></kwd>
<kwd lng="en"><![CDATA[Energy Concept]]></kwd>
<kwd lng="en"><![CDATA[Cultural Border Crossing]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Abordagem  intercultural na educa&ccedil;&atilde;o em ci&ecirc;ncias: Da energia pensada &agrave; energia vivida.</h2> <h3>Intercultural approach science education: From thought  energy to living energy.</h3>     <p>&nbsp;</p> <h4>Rodrigo  dos Santos Crepalde, Orlando Gomes de Aguiar Jr.</h4> </font>      ]]></body><back>
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<source><![CDATA[European Journal of Science Education]]></source>
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</back>
</article>
