<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022015000300647</article-id>
<article-id pub-id-type="doi">10.1590/S1517-9702201507130507</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A forma&#231;&#227;o de conceitos em adultos n&#227;o escolarizados]]></article-title>
<article-title xml:lang="en"><![CDATA[Concept formation by unschooled adults]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barros Filho]]></surname>
<given-names><![CDATA[Delma]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bastos]]></surname>
<given-names><![CDATA[Ana Cecília de Sousa B]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Bahia  ]]></institution>
<addr-line><![CDATA[Salvador BA]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2015</year>
</pub-date>
<volume>41</volume>
<numero>3</numero>
<fpage>647</fpage>
<lpage>662</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022015000300647&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022015000300647&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022015000300647&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Neste trabalho, objetivou-se identificar o n&#237;vel de abstra&#231;&#227;o presente nos conceitos formulados por adultos n&#227;o escolarizados que vivem em sociedades letradas. A amostra foi selecionada por conveni&#234;ncia e contou com quarenta adultos n&#227;o escolarizados (analfabetos e semianalfabetos). Os dados foram coletados por meio da aplica&#231;&#227;o de instrumento sobre forma&#231;&#227;o de conceitos, e analisados a partir da categoriza&#231;&#227;o proposta pelos autores. De acordo com essa categoriza&#231;&#227;o, os conceitos podem ser cotidianos ou cient&#237;ficos. Nos conceitos cotidianos, as palavras codificam informa&#231;&#245;es com base nos atributos percept&#237;veis dos objetos aos quais se referem. Nos conceitos cient&#237;ficos, elas codificam informa&#231;&#245;es com base em aspectos abstratos, n&#227;o percept&#237;veis, dos objetos. Para Vigotski, um dos principais objetivos do processo de escolariza&#231;&#227;o &#233; possibilitar a passagem da formula&#231;&#227;o conceitual cotidiana para a cient&#237;fica. Este estudo investigou a possibilidade de desenvolvimento de uma estrutura conceitual cient&#237;fica fora da escola por adultos n&#227;o escolarizados que residem em centros urbanos. Os resultados, ap&#243;s a an&#225;lise das respostas, indicaram que, apesar de alguns desses adultos terem formulado conceitos cient&#237;ficos, predominou em suas respostas um padr&#227;o conceitual cotidiano. A partir desses resultados, concluiu-se que, por conta da atual institucionaliza&#231;&#227;o, na escola, do treinamento em opera&#231;&#245;es te&#243;ricas, o contexto escolar ainda aparece como o mais privilegiado para propiciar esse tipo de desenvolvimento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article aims to identify the level of abstraction present in the concepts formulated by unschooled adults living in literate societies. The sample was selected by convenience and consisted of forty unschooled illiterate and semi-literate adults. Data were collected by means of tests about concept formation and analyzed according to the categorization proposed by the authors: everyday concepts and scientific concepts. In everyday concepts, words code information based on perceptible attributes of objects. In scientific concepts, words encode information based on abstract, imperceptible aspects of objects. To Vygotsky, one of the main objectives of schooling is the ascension from everyday concepts to scientific concepts. This study aimed to examine the possible development of a scientific conceptual structure outside school by adults who live in urban environments. The results indicated that, although some of these adults formulated scientific concepts, an everyday conceptual standard prevailed in their answers. From these findings, we concluded that, due to the current institutionalization in school of the training in theoretical operations, the school context still appears to be the privileged way of enabling this kind of development.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de conceitos]]></kwd>
<kwd lng="pt"><![CDATA[Escolarização]]></kwd>
<kwd lng="pt"><![CDATA[Letramento]]></kwd>
<kwd lng="pt"><![CDATA[Escola]]></kwd>
<kwd lng="en"><![CDATA[Concept formation]]></kwd>
<kwd lng="en"><![CDATA[Schooling]]></kwd>
<kwd lng="en"><![CDATA[Literacy]]></kwd>
<kwd lng="en"><![CDATA[School]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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