<?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>1516-7313</journal-id>
<journal-title><![CDATA[Ciência & Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ciência educ.]]></abbrev-journal-title>
<issn>1516-7313</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual Paulista (UNESP)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1516-73132010000300012</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Importância da demarcação de saberes no ensino de ciências para sociedades tradicionais]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Baptista]]></surname>
<given-names><![CDATA[Geilsa Costa Santos]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A12">
<institution><![CDATA[,UEFS  ]]></institution>
<addr-line><![CDATA[BA ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2010</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2010</year>
</pub-date>
<volume>16</volume>
<numero>03</numero>
<fpage>679</fpage>
<lpage>694</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132010000300012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132010000300012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132010000300012&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo, de natureza teórica, objetiva apresentar a importância da demarcação de saberes no ensino de ciências para sociedades tradicionais. Para tanto, recorre aos argumentos centrais do Construtivismo contextual e do Pluralismo epistemológico. Antes disto, porém, pontua alguns conceitos básicos (cultura, conhecimentos científicos e conhecimentos tradicionais) e discute brevemente a trajetória do ensino de ciências no Brasil e sua relação com a diversidade cultural. A demarcação de saberes no ensino de ciências para sociedades tradicionais permitirá, aos estudantes, a compreensão de que existem outras vias de explicação da natureza, além daquelas que fazem parte dos seus cotidianos. Sendo assim, os estudantes terão as suas visões de natureza ampliadas, podendo aplicar os saberes que têm ao seu dispor nos momentos em que forem apropriados. Consequentemente, também contribuirá para o respeito e manutenção dos conhecimentos tradicionais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article is theoretical showing the importance of the demarcation of knowledge in science teaching in traditional societies. It is based on the central arguments of Constructivism and Contextual Epistemological Pluralism. Before this, however, it points out some basic concepts (culture, science and traditional knowledge) and briefly discusses the history of science teaching in Brazil and its relation to cultural diversity. The demarcation of knowledge in science teaching in traditional societies enables students to understand that there are other ways of explaining nature, besides those that are part of their daily lives. Thus, students will have their visions of nature enlarged and can apply the knowledge they have at their disposal in times that are appropriate, thus contributing to the respect and maintenance of traditional knowledge.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Conhecimentos Científicos]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimentos Tradicionais]]></kwd>
<kwd lng="pt"><![CDATA[Demarcação de Saberes]]></kwd>
<kwd lng="pt"><![CDATA[Construtivismo Contextual]]></kwd>
<kwd lng="pt"><![CDATA[Pluralismo Epistemológico]]></kwd>
<kwd lng="en"><![CDATA[Scientific Knowledges]]></kwd>
<kwd lng="en"><![CDATA[Traditional Knowledges]]></kwd>
<kwd lng="en"><![CDATA[Knowledges Demarcation]]></kwd>
<kwd lng="en"><![CDATA[Contextual Constructivism]]></kwd>
<kwd lng="en"><![CDATA[Epistemological Pluralism]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Import&acirc;ncia da demarca&ccedil;&atilde;o de saberes no ensino de  Ci&ecirc;ncias para sociedades tradicionais.</h2> <h3>The importance of the  demarcation of knowledge in Science teaching to traditional societies.</h3>     <p>&nbsp;</p> <h4>Geilsa Costa Santos Baptista    <br> </h4> </font>      ]]></body><back>
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