<?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>S1516-73132024000100209</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320240011</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A intencionalidade da ação docente em aulas de Ciências do Ensino Fundamental]]></article-title>
<article-title xml:lang="en"><![CDATA[Intentionality in a teacher&#8217;s actions during Elementary School Science classes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arruda]]></surname>
<given-names><![CDATA[Sérgio de Mello]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Meneguete]]></surname>
<given-names><![CDATA[Hemilyn da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Passos]]></surname>
<given-names><![CDATA[Marinez Meneghello]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Turke]]></surname>
<given-names><![CDATA[Nathália Hernandes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Londrina (UEL) Departamento de Física ]]></institution>
<addr-line><![CDATA[Londrina PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Londrina (UEL) Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática ]]></institution>
<addr-line><![CDATA[Londrina PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual de Londrina (UEL) Departamento de Matemática ]]></institution>
<addr-line><![CDATA[Londrina PR]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>30</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132024000100209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132024000100209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132024000100209&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O presente artigo descreve uma investigação sobre a intencionalidade da ação docente em aulas de Ciências do Ensino Fundamental. Assumindo que a intencionalidade tem duas componentes, plano de ação e objetivo, analisamos três episódios de uma aula de Ciências, ministrada por uma professora, sobre o conteúdo rochas, do sexto ano do Ensino Fundamental. Os dados demonstram que o objetivo geral nos três episódios correspondeu a uma abordagem metodológica diversificada que propunha: (i) descobrir como pensam os alunos, (ii) expor o conteúdo e (iii) realizar um experimento demonstrativo que auxiliaria na compreensão do conteúdo. O Plano Geral de Ação para os mesmos episódios, que consideramos compatível com seu Objetivo Geral, envolveu: fazer perguntas gerais e específicas; procurar entender as ideias dos alunos; gerenciar a ação dos alunos; explicar o conteúdo e o experimento; escrever o conteúdo na lousa; realizar um experimento demonstrativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article investigates the intentionality of a teacher&#8217;s actions in elementary school science classes. Assuming that intentionality has two components, an action plan, and an objective, we have analyzed three episodes in a science class on the subject of rocks taught by one teacher to sixth-year students in elementary school. The data demonstrate that the teacher&#8217;s overall objective in the three episodes corresponded to a diversified methodological approach that aimed to (i) find out how students think, (ii) present the content, and (iii) conduct a demonstrative experiment that would help to understand the subject. The overall action plan for those episodes, which we consider compatible with the teacher&#8217;s overall objective, involved: asking general and specific questions; seeking to understand students' ideas; managing student actions; explaining the subject and the experiment; writing the subject on a blackboard; and performing a demonstrative experiment.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de ciências]]></kwd>
<kwd lng="pt"><![CDATA[Ensino fundamental]]></kwd>
<kwd lng="pt"><![CDATA[Ensino em ação (aula)]]></kwd>
<kwd lng="pt"><![CDATA[Intencionalidade]]></kwd>
<kwd lng="en"><![CDATA[Science teaching]]></kwd>
<kwd lng="en"><![CDATA[Elementary school]]></kwd>
<kwd lng="en"><![CDATA[Teaching in action (class)]]></kwd>
<kwd lng="en"><![CDATA[Intentionality]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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