<?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>S0102-46982024000100259</article-id>
<article-id pub-id-type="doi">10.1590/0102-469845844</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[OS SABERES DOCENTES NA ÁREA DE ENSINO DE CIÊNCIAS: UMA REVISÃO SISTEMÁTICA]]></article-title>
<article-title xml:lang="es"><![CDATA[EL SABER DOCENTE EN EL ÁREA DE LA ENSEÑANZA DE LAS CIENCIAS: UNA REVISIÓN SISTEMÁTICA]]></article-title>
<article-title xml:lang="en"><![CDATA[TEACHING KNOWLEDGE IN THE AREA OF SCIENCE EDUCATION: A SYSTEMATIC REVIEW]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[OLIVEIRA]]></surname>
<given-names><![CDATA[THAIS MARA ANASTÁCIO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MOZZER]]></surname>
<given-names><![CDATA[NILMARA BRAGA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Ouro Preto  ]]></institution>
<addr-line><![CDATA[Ouro Preto Minas Gerais (MG)]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>40</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982024000100259&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982024000100259&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982024000100259&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Neste trabalho realizamos uma revisão sistemática da literatura com os intuitos de compreender como os saberes docentes têm sido investigados na área de Ensino de Ciências no Brasil e de discutir as principais contribuições e limitações dessas investigações. Realizamos nossas buscas no Banco de Teses e Dissertações da CAPES e no Portal de Periódicos da CAPES, a partir de um recorte temático, mas não temporal. Com base nos critérios de inclusão e exclusão definidos, obtivemos um total de 64 trabalhos (teses, dissertações e artigos). Por meio desses trabalhos, identificamos e caracterizamos cinco eixos de investigação: saberes mobilizados por professores de Ciências; saberes docentes e a identidade profissional; processos de construção e desenvolvimento dos saberes docentes; contribuições de cursos e programas de formação na constituição dos saberes docentes; outros focos. Observamos que prevalecem as pesquisas que buscam apenas identificar os saberes docentes sob uma perspectiva individual de análise ao priorizarem, principalmente, métodos de categorização e análise de conteúdo. Limitações como essa apontam para a necessidade de que um esforço seja realizado no sentido de ampliar o escopo das investigações sobre a temática de forma a incluir e considerar, sob uma perspectiva etnográfica, a análise desses saberes docentes como fenômeno social, que se constrói na interação do professor com seus alunos, com seus pares e demais membros da comunidade educacional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: En este trabajo realizamos una revisión sistemática de literatura con la intención de comprender cómo los saberes docentes han sido investigados en el área de Enseñanza de Ciencias en Brasil y de discutir las principales contribuciones y limitaciones de estas investigaciones. Realizamos nuestras búsquedas en el Banco de Tesis y Disertaciones de CAPES y en el Portal de Periódico de CAPES, a partir de un recorte temático, pero no temporal. Con base en los criterios de inclusión y exclusión definidos, obtuvimos un total de 64 trabajos (tesis, disertaciones y artículos). Por medio de estos trabajos, identificamos y caracterizamos cinco ejes de investigación: saberes movilizados por profesores de ciencias; saberes docentes y la identidad profesional; procesos de construcción y desarrollo de los saberes docentes; contribuciones de cursos y programas de formación en la constitución de los saberes docentes; otros enfoques. Observamos que prevalecen las investigaciones que buscan apenas identificar los saberes docentes bajo una perspectiva individual de análisis al priorizar, principalmente, métodos de categorización y análisis de contenido. Limitaciones como esa apuntan para la necesidad de que un esfuerzo sea realizado en el sentido de ampliar el alcance de las investigaciones sobre la temática de manera a incluir y considerar, bajo una perspectiva etnográfica, el análisis de estos saberes docentes como fenómeno social, que se construye en la interacción del profesor con sus alumnos, con sus parejas y otros miembros de la comunidad educacional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: In this work, we carried out a systematic review of literature aiming to understand how teaching knowledge has been investigated in the area of Science Teaching in Brazil and to discuss the main contributions and limitations of these investigations. We&#8217;ve done our research on the Bank of Thesis and Dissertations of CAPES and on the Portal for Periodicals of CAPES, using a thematic, but not temporal, approach. Based on the defined criteria of inclusion and exclusion we&#8217;ve obtained a total of 64 works (theses, dissertations, and articles). Through these works we&#8217;ve identified and characterized five axes of investigation: knowledge mobilized by teachers of Science; teaching knowledge and the professional identity; processes of construction and development of the teaching knowledge; contributions of courses and formation programs on the constitution of teaching knowledge; other focuses. We&#8217;ve observed that the researches that seek only to identify the teaching knowledge under an individual analysis perspective are the ones which prevail, especially methods of categorization and content analysis. Limitations such as that point out the need for an effort to amplify the scope of the investigations on the thematic of form and to include and consider, under an ethnographical perspective, the analysis of theses teaching knowledge as a social phenomenon, which is constructed on the interaction between teacher and student, with his peers and the other members of the educational community.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[saberes docentes]]></kwd>
<kwd lng="pt"><![CDATA[ensino de Ciências]]></kwd>
<kwd lng="pt"><![CDATA[professores em serviço]]></kwd>
<kwd lng="es"><![CDATA[saberes docentes]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de ciencias]]></kwd>
<kwd lng="es"><![CDATA[profesores en servicio]]></kwd>
<kwd lng="en"><![CDATA[teaching knowledge]]></kwd>
<kwd lng="en"><![CDATA[science education]]></kwd>
<kwd lng="en"><![CDATA[in-service teachers]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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