<?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[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>S1516-73132019000100057</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320190010005</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Os saberes e a trama do ensino de Biologia Celular no nível médio]]></article-title>
<article-title xml:lang="en"><![CDATA[Knowledge forms and the plot of Cell Biology teaching in high school]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vigario]]></surname>
<given-names><![CDATA[Ana Flavia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cicillini]]></surname>
<given-names><![CDATA[Graça Aparecida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Goiás Departamento de Ciências Biológicas ]]></institution>
<addr-line><![CDATA[Catalão GO]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Uberlândia Faculdade de Educação ]]></institution>
<addr-line><![CDATA[Uberlândia MG]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>25</volume>
<numero>1</numero>
<fpage>57</fpage>
<lpage>74</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132019000100057&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132019000100057&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132019000100057&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Neste trabalho buscamos compreender como ocorre o rofes de Biologia Celular nas escolas públicas de rofes médio, visto que o conteúdo é necessário para a compreensão da vida. A pesquisa, de natureza rofessors , utilizou diferentes instrumentos e metodologias, tais como questionários, cursos de formação continuada, acompanhamento da prática pedagógica e grupo focal. Analisamos os questionários e as falas de rofessors/as e alunos/as, triangulando as informações. Foi possível verificar que a maior parte dos/as estudantes concebia célula como estrutura microscópica, apresentava dificuldade em diferenciar célula vegetal e animal e abordava os conteúdos isolando a morfologia da fisiologia rofesso. Nas concepções dos/as rofess, muitas vezes semelhantes às dos/as educandos/as, também havia distorções conceituais. Assim, na prática pedagógica rofessor, o/a professor/a deve trabalhar os conteúdos de Biologia Celular, de modo a torná-los mais significativos à aprendizagem dos/as discentes na construção diária da rofes e na ressignificação do conhecimento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The purpose of this paper is to explain how the teaching of Cell Biology occurs in public high schools since the subject is essential to understand life. This is a qualitative study, in which various instruments and methodologies were used, such as questionnaires, continuing education courses, the monitoring of pedagogical practice, and focus groups. The questionnaires and the speech of teachers and students were analyzed through data triangulation. It was possible to observe that most students understood the cell as a microscopic structure; they expressed difficulty in distinguishing plant cells from animal cells; and they approached contents isolating morphology from cell physiology. The teachers&#8217; conceptions, were often similar to those of the students, showed conceptual distortions. Therefore, in reflexive pedagogical practice, the teacher must work with Cell Biology topics in order to make them more meaningful to students&#8217; learning in the daily development of praxis and knowledge resignification.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de biologia rofesso]]></kwd>
<kwd lng="pt"><![CDATA[Ensino médio]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professors]]></kwd>
<kwd lng="en"><![CDATA[Cell biology teaching]]></kwd>
<kwd lng="en"><![CDATA[Secondary school]]></kwd>
<kwd lng="en"><![CDATA[Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
</kwd-group>
</article-meta>
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