<?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 (Bauru)]]></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>S1516-73132016000200279</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320160020002</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Discurso cientificista nas políticas de currículo no Chile (2003 -2013): o foco no Programa ECBI - Enseñanza de las Ciências basada en la Indagación]]></article-title>
<article-title xml:lang="en"><![CDATA[The discourse of scientism in the Chilean curriculum policy (2003-2013): focus on the ECBI Program - Enseñanza de las Ciências Basada en la Indagación]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Trittini]]></surname>
<given-names><![CDATA[Soledad Andrea Castillo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lopes]]></surname>
<given-names><![CDATA[Alice Casimiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2016</year>
</pub-date>
<volume>22</volume>
<numero>2</numero>
<fpage>279</fpage>
<lpage>298</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132016000200279&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132016000200279&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132016000200279&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo apresentamos o que nomeamos como discurso cientificista nas pol&#237;ticas de curr&#237;culo do Chile no per&#237;odo de 2003 a 2013. Nosso foco de investiga&#231;&#227;o &#233; o programa ECBI - Ense&#241;anza de las Ci&#234;ncias Basada en la Indagaci&#243;n -, desenvolvido por pesquisadores da Faculdade de Medicina da Universidade do Chile e da Academia de Ci&#234;ncias e pelo Minist&#233;rio da Educa&#231;&#227;o. Defendemos que o discurso cientificista &#233; produzido pela articula&#231;&#227;o entre diferentes demandas em torno da qualidade do ensino de ci&#234;ncias e da educa&#231;&#227;o, engendrando a&#231;&#245;es na tentativa de conectar diretamente os especialistas disciplinares, como formuladores de uma pedagogia, ao curr&#237;culo nas escolas e &#224; forma&#231;&#227;o de professores. Dessa forma, h&#225; uma contraposi&#231;&#227;o a uma pedagogia considerada como incapaz de incluir a ci&#234;ncia, em nome de uma pedagogia que se sup&#245;e mais efetiva, porque baseada na ci&#234;ncia e na indaga&#231;&#227;o.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this paper, we present what we name as the discourse of scientism in Chilean curriculum policy from 2003 to 2013. Our research focus is on the ECBI program - Ense&#241;anza de las Ci&#234;ncias Basada en la Indagaci&#243;n - developed by researchers of the Medical Faculty of University of Chile, the Academy of Sciences and the Ministry of Education. We argue that the discourse of scientism is produced by the interaction of different demands on the quality of science teaching and education, which generates actions in an attempt to connect disciplinary experts, as makers of a pedagogy, the curriculum in schools and teacher training. We find, there is a contrast between a pedagogy regarded as unable to include science, with a pedagogy supposed to be more effective, because it is based on science and inquiry.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Discurso]]></kwd>
<kwd lng="pt"><![CDATA[ECBI]]></kwd>
<kwd lng="pt"><![CDATA[Qualidade de ensino]]></kwd>
<kwd lng="pt"><![CDATA[Cientificismo]]></kwd>
<kwd lng="en"><![CDATA[Curriculum policy]]></kwd>
<kwd lng="en"><![CDATA[Discourse]]></kwd>
<kwd lng="en"><![CDATA[ECBI]]></kwd>
<kwd lng="en"><![CDATA[Quality of education]]></kwd>
<kwd lng="en"><![CDATA[Scientism]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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