<?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>S1516-73132022000100210</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320220011</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Testando as fronteiras do Ensino: análise da taxa de aderência à área dos seus bolsistas de produtividade]]></article-title>
<article-title xml:lang="en"><![CDATA[Testing the frontiers of Teaching: the rate of adherence to the field among holders of productivity research grants]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nascimento]]></surname>
<given-names><![CDATA[Matheus Monteiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Agostini]]></surname>
<given-names><![CDATA[Gabriela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Massi]]></surname>
<given-names><![CDATA[Luciana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul (UFRGS) Instituto de Física ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista (Unesp) Faculdade de Ciências ]]></institution>
<addr-line><![CDATA[Bauru SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual Paulista (Unesp) Faculdade de Ciências e Letras ]]></institution>
<addr-line><![CDATA[Araraquara SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>28</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132022000100210&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132022000100210&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132022000100210&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O Ensino de Ciências e Matemática (ECM) é uma área nova e um espaço híbrido de diversas fronteiras. A sociologia da ciência de Bourdieu estuda as disciplinas como possíveis campos, em função de seu capital específico e sua autonomia. No entanto, o autor não investigou campos em formação ou multidisciplinares como o ECM. Assim, objetivamos caracterizar as hierarquias da área de Ensino da Capes, por meio da construção de um indicador, taxa de aderência, que investiga o perfil da elite acadêmica contemplada com bolsa de produtividade do CNPq. Identificamos uma taxa de aderência de 53%, indicando que pouco menos da metade dos 143 bolsistas do Ensino obteve a bolsa, detendo o capital específico de outros campos como Física e Química. Os resultados indicam que o Ensino, em geral, e o ECM, em particular, não possuem fronteiras bem delimitadas, apontando para uma forte heteronomia e para a ausência de capital específico ou de um campo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Science and Mathematics Education (SME) is a new area and a hybrid space with many frontiers. Pierre Bourdieu's sociology of science studies disciplines as possible fields depending on their specific capital and autonomy. However, it did not investigate new or multidisciplinary fields such as SME. Thus, we aim to characterize the hierarchies of the CAPES Teaching Field through the construction of an indicator, adherence rate, which investigates the profile of the academic elite contemplated with the CNPq productivity research grants. We have identified an adherence rate of 53%, therefore, just over half of the 143 teaching grant holders were awarded research grants, concentrating specific capital of other fields such as Physics and Chemistry. The results indicate that Teaching, in general, and SME, in particular, does not have well-defined frontiers, pointing to a strong heteronomy and absence of specific capital or a field.]]></p></abstract>
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<kwd lng="pt"><![CDATA[Produção científica]]></kwd>
<kwd lng="pt"><![CDATA[Política educacional]]></kwd>
<kwd lng="pt"><![CDATA[Área de conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[Órgão de fomento]]></kwd>
<kwd lng="en"><![CDATA[Scholarship]]></kwd>
<kwd lng="en"><![CDATA[Scientific production]]></kwd>
<kwd lng="en"><![CDATA[Educational policy]]></kwd>
<kwd lng="en"><![CDATA[Knowledge area]]></kwd>
<kwd lng="en"><![CDATA[Funding institution]]></kwd>
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</article-meta>
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