<?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>S1516-73132018000100191</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320180010013</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA["Natureza da ciência geográfica": diagnóstico e possibilidades de inserção de epistemologia no ensino escolar e na formação de professores de geografia]]></article-title>
<article-title xml:lang="en"><![CDATA["Nature of geographical science": diagnosis and possibilities of the insertion of epistemology in geography education in school and teacher training]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reis Junior]]></surname>
<given-names><![CDATA[Dante F. Costa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Barbara Mayanne]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Figuereido]]></surname>
<given-names><![CDATA[Evelyn L. Dias]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Brasília Departamento de Geografia ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Brasília Faculdade de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<volume>24</volume>
<numero>1</numero>
<fpage>191</fpage>
<lpage>208</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132018000100191&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132018000100191&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132018000100191&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Ausente das discuss&#245;es sobre ensino de ci&#234;ncia, a Geografia continua transmitindo ao grande p&#250;blico a imagem desabonadora de disciplina meramente descritiva e catalogr&#225;fica. No entanto, dada a natureza de seu objeto (a interface complexa de fen&#244;menos naturais e din&#226;micas socioecon&#244;micas), ela possui not&#225;vel potencial para uma leitura do tipo epistemol&#243;gica - fato que, normalmente, deveria oportunizar modalidades de ensino mais instigantes e elucidativas. Apresentamos um diagn&#243;stico geral sobre o conte&#250;do veiculado em textos correntes sobre (e para) o ensino da Geografia, ressaltando a ainda discreta incorpora&#231;&#227;o de temas associados &#224; filosofia e &#224; hist&#243;ria da ci&#234;ncia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Absent from the discussions about science teaching, Geography continues to transmit to the general public the degrading image of a purely descriptive discipline, with a merely recording role. However, given the nature of its object (the complex interface of natural phenomena and socioeconomic dynamics), it has a remarkable potential for an epistemological type of reading - a fact that should normally give rise to more insightful and elucidating teaching modalities. We present a general diagnosis of the content of current texts on (and for) Geography teaching, highlighting the still minimal incorporation of themes associated with philosophy and the history of science.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de "NdC"]]></kwd>
<kwd lng="pt"><![CDATA[Epistemologia da geografia]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de geografia]]></kwd>
<kwd lng="en"><![CDATA["NOS" teaching]]></kwd>
<kwd lng="en"><![CDATA[Epistemology of geography]]></kwd>
<kwd lng="en"><![CDATA[Geography teaching]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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