<?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[Ciênc. educ. (Bauru)]]></abbrev-journal-title>
<issn>1516-7313</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual Paulista (UNESP)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1516-73132016000100023</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320160010003</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Sentidos e significados de problema e problematização em um processo de (re)planejamento coletivo de uma situação de estudo]]></article-title>
<article-title xml:lang="en"><![CDATA[Senses and meanings of problem and problematization in a process of collective (re)planning of a "situation of study"]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Machado]]></surname>
<given-names><![CDATA[Aniara Ribeiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marques]]></surname>
<given-names><![CDATA[Carlos Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Rejane Maria Ghisolfi da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Catarina Programa de Pós-Graduação em Educação Científica e Tecnológica ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Catarina Centro de Ciências da Educação Departamento de Metodologia de Ensino]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2016</year>
</pub-date>
<volume>22</volume>
<numero>1</numero>
<fpage>23</fpage>
<lpage>42</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132016000100023&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132016000100023&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132016000100023&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Pesquisas indicam uma multiplicidade de compreens&#245;es e usos dos conceitos de Problema e Problematiza&#231;&#227;o na educa&#231;&#227;o em Ci&#234;ncias. Nesse sentido, desenvolvemos uma pesquisa a partir do planejamento de uma proposta educacional denominada "Situa&#231;&#227;o de Estudo" (SE), a partir da qual buscou-se caracterizar e discutir sentidos e significados produzidos por professores sobre os referidos conceitos. Utilizando a an&#225;lise textual discursiva, caracterizaram-se tr&#234;s sentidos e significados de problema: (a) um que expressa as totalidades - local e global; (b) outro que diz respeito ao reconhecimento do meio - problemas ambientais; e (c) um que revela a tomada de consci&#234;ncia de um problema ambiental. J&#225; a problematiza&#231;&#227;o foi abordada como: (a) potencializadora dos processos de mudan&#231;a curricular; e (b) como impulsionadora de pr&#225;ticas experimentais. Desse modo, a SE denota contribui&#231;&#245;es importantes ao enfatizar a necessidade da constru&#231;&#227;o coletiva do curr&#237;culo via (re)planejamentos e processos de (re)significa&#231;&#227;o das pr&#225;ticas escolares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Researches indicate a multiplicity of understandings and uses of the concepts of Problem and Problematization in science education. This paper presents a study conducted from the planning of an educational proposal called "Situation of Study," which sought to characterize and discuss senses and meanings produced by teachers about these concepts. Using a discursive textual analysis, three senses and meanings of the Problem were characterized: (a) one that expresses the totalities - local and global; (b) another that concerns recognition of the environment - environmental problems; and (c) one that reveals becoming aware of an environmental problem. Meanwhile, problematization was addressed as: (a) a process that can give potential to curricular change; and (b) as a process that stimulates experimental practices. In this way, the "Situation of Study" method offers important contributions that emphasize the need for collective construction of curriculum through (re)planning and (re)signification of school practices.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação em ciências]]></kwd>
<kwd lng="pt"><![CDATA[Problematização]]></kwd>
<kwd lng="pt"><![CDATA[Situações de estudo]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Construção coletiva]]></kwd>
<kwd lng="pt"><![CDATA[Currículo.]]></kwd>
<kwd lng="en"><![CDATA[Science education]]></kwd>
<kwd lng="en"><![CDATA[Problematization]]></kwd>
<kwd lng="en"><![CDATA[Teacher education]]></kwd>
<kwd lng="en"><![CDATA[Situation of study]]></kwd>
<kwd lng="en"><![CDATA[Collective construction]]></kwd>
<kwd lng="en"><![CDATA[Curriculum.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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