<?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>S1516-73132024000100247</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320240049</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Um panorama do Conhecimento Pedagógico do Conteúdo (PCK) nas Ciências Naturais de professores e professoras da Educação Infantil]]></article-title>
<article-title xml:lang="en"><![CDATA[An overview of Pedagogic Content Knowledge (PCK) in the natural sciences of early childhood education teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quidigno]]></surname>
<given-names><![CDATA[Raquel de Abreu Fochesato]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Camargo]]></surname>
<given-names><![CDATA[Sérgio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zimer]]></surname>
<given-names><![CDATA[Tania Teresinha Bruns]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Paraná (UFPR)  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Paraná (UFPR) Departamento de Teoria e Prática de Ensino ]]></institution>
<addr-line><![CDATA[Curitiba 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=S1516-73132024000100247&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132024000100247&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132024000100247&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Esta pesquisa visa conhecer, sistematizar e analisar os estudos sobre o Conhecimento Pedagógico do Conteúdo (PCK) em Ciências Naturais voltados para a Educação Infantil. Para tal, foi realizada uma análise qualitativa do tipo estado do conhecimento, com busca nas plataformas Periódicos Capes, Scielo, ERIC, Web of Science e Scopus, onde foram encontrados um total de 2074 trabalhos. Desses, apenas 15 investigações internacionais abordaram o PCK de Ciências Naturais para o trabalho na Educação Infantil. Durante o processo de análise do corpus foram construídas três categorias: dificuldades docentes e o trabalho com as Ciências Naturais; aporte teórico-metodológico acerca do PCK em Ciências Naturais; enfoques das pesquisas. A elaboração desse estudo de estado do conhecimento auxiliou a elucidar os constructos teóricos que englobam as especificidades da formação de professoras e professores multidisciplinares e a sua atuação na Educação Infantil com as Ciências Naturais, bem como no desenvolvimento de futuras pesquisas que contemplem essa temática.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This research aims to explore, systematize, and analyze studies on pedagogical content knowledge (PCK) in the natural sciences, focusing on early childhood education. A qualitative state-of-knowledge analysis was conducted by searching the Periódicos Capes, Scielo, ERIC, Web of Science, and Scopus platforms. A total of 2074 works were found. Among these, only 15 international studies addressed PCK in the natural sciences in early childhood education. During the analysis of the corpus, three categories were constructed: teacher difficulties working with Natural Sciences; theoretical and methodological contributions regarding PCK in Natural Sciences; and research focuses. The development of this state-of-knowledge study helped elucidate the theoretical constructs encompassing the specificities of multidisciplinary teacher training and teachers&#8217; work in Early Childhood Education with Natural Sciences. It also contributes to the development of future research on this topic.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação infantil]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de ciências]]></kwd>
<kwd lng="pt"><![CDATA[Formação inicial do professor]]></kwd>
<kwd lng="pt"><![CDATA[Produção intelectual sistematizada]]></kwd>
<kwd lng="pt"><![CDATA[Estado do conhecimento]]></kwd>
<kwd lng="en"><![CDATA[Early childhood education]]></kwd>
<kwd lng="en"><![CDATA[Science teaching]]></kwd>
<kwd lng="en"><![CDATA[Initial teacher training]]></kwd>
<kwd lng="en"><![CDATA[Systematized intellectual production]]></kwd>
<kwd lng="en"><![CDATA[State of knowledge]]></kwd>
</kwd-group>
</article-meta>
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