<?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>S1516-73132014000200007</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Entre táticas e consumos de propostas curriculares no cotidiano escolar: um laboratório de química e uma sala de projetos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramos]]></surname>
<given-names><![CDATA[Tacita Ansanello]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Petrucci-Rosa]]></surname>
<given-names><![CDATA[Maria Inês]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A07">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2014</year>
</pub-date>
<volume>20</volume>
<numero>02</numero>
<fpage>359</fpage>
<lpage>376</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132014000200007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132014000200007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132014000200007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Pretende-se, neste artigo, focalizar como os praticantes do cotidiano consomem noções presentes nos documentos Parâmetros Curriculares Nacionais para o Ensino Médio (PCNEM) e Orientações Curriculares Nacionais para o Ensino Médio (OCNEM), e como tal prática se relaciona com a reconfiguração dos lugares da química dentro de uma instituição de ensino. Com base na pesquisa realizada, vem-se percebendo a substituição de lugares, em algumas instituições escolares, simbolicamente relacionados com a Química, assim como acervos de objetos relacionados com essas práticas disciplinares que vêm sendo ressignificados nos currículos praticados. Para compor o material empírico da pesquisa, foram desenvolvidos procedimentos de construção de dados com abordagem etnográfica e escuta de narrativas, incluindo registros fotográficos. Os discursos presentes nos PCNEM e OCNEM a favor da integração por áreas e do trabalho interdisciplinar, de certa forma, provocam efeitos nas práticas curriculares que vão reconfigurando o lugar para essa disciplina dentro de algumas instituições de ensino.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[It is intended in this article focus on how the practitioners deal with notions in National Curricular Parameters for the High School (PCNEM) and the National Curricular Orientations for the High School (OCNEM) documents and how this is related to the reconfiguration of the place of chemistry within an educational institution. Based on a survey, we realized that the replacement of places in educational establishments symbolically related to the chemical as well as collections of objects related to these subject practices that is being resignified from curricular practices. To compose the empirical material, procedures have been developed to build data with an ethnographic approach and listening to narratives, including photographic records. Discourses present in PCNEM and OCNEM for the integration of areas and interdisciplinary work, in a way, cause effects on curriculum practices that reconfigures the place for that subject within some institutions of education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de Química]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Médio]]></kwd>
<kwd lng="pt"><![CDATA[Política Educacional]]></kwd>
<kwd lng="en"><![CDATA[Chemistry Teaching]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[High School]]></kwd>
<kwd lng="en"><![CDATA[Educational Policy]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Entre  t&aacute;ticas e consumos de propostas curriculares no cotidiano escolar: um  laborat&oacute;rio de qu&iacute;mica e uma sala de projetos.</h2> <h3>Between tactics and consumptions of curricular  proposals in daily school: a laboratory of chemistry and a room of projects.</h3>     <p>&nbsp;</p> <h4>Tacita  Ansanello Ramos, Maria In&ecirc;s Petrucci-Rosa    <br> </h4> </font>      ]]></body><back>
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