<?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>S1517-97022023000100625</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202349249915por</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Preconcebidos sobre ciência compartilhados por estudantes de escola pública rural]]></article-title>
<article-title xml:lang="en"><![CDATA[Preconceptions of science shared by students from a public rural school in Brazi]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sousa]]></surname>
<given-names><![CDATA[Rosielson Soares de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Wagner Rodrigues]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Brito]]></surname>
<given-names><![CDATA[Cristiane Carvalho de Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A2a">
<institution><![CDATA[,Universidade Federal do Norte do Tocantins  ]]></institution>
<addr-line><![CDATA[Palmas TO]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A3a">
<institution><![CDATA[,Universidade Federal do Tocantins  ]]></institution>
<addr-line><![CDATA[Palmas TO]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A4a">
<institution><![CDATA[,Universidade Federal de Uberlândia  ]]></institution>
<addr-line><![CDATA[Uberlândia MG]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>49</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022023000100625&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022023000100625&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022023000100625&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo visa a discutir representações discursivas sobre ciência de estudantes de um 7º ano de uma escola pública rural localizada na Região Norte do Brasil. A pesquisa está fundamentada em perspectivas discursivas de linguagem e nos estudos de educação científica produzidos no âmbito da Linguística Aplicada. Esses últimos dialogam com pressupostos teóricos do ensino de ciências e dos estudos dos letramentos. Os dados foram gerados a partir de uma entrevista semiestruturada com nove estudantes, a qual foi transcrita e organizada em sequências discursivas que apontassem regularidades enunciativas. Os resultados sugerem que os participantes se inscrevem no &#8220;discurso dominante sobre ciência&#8221; e no &#8220;discurso da cópia&#8221;. O primeiro representa práticas científicas associadas às ciências naturais, excluindo as ciências sociais e os estudos das linguagens; enquanto o último se relaciona a atividades tipicamente escolares, como pesquisas que consistem na apropriação de informações pelo exercício de cópia escolar. Nossas análises contribuem para a problematização dos discursos naturalizados sobre ciência na educação básica e, consequentemente, para o desenvolvimento da educação científica dos atores sociais envolvidos em contextos escolares. Compreendemos que uma abordagem crítica do ensino, informada por diversas práticas de pesquisa, pode contribuir para os estudantes encontrarem sentidos nos objetos de conhecimento trabalhados nos distintos componentes curriculares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims at discussing discursive representations of science shared by students from a 7th-grade class at a rural school in the Northern Region of Brazil. The research draws on discourse perspectives of language and Applied Linguistics-oriented science education studies based on theoretical assumptions of science teaching and literacy studies. Data consist of semi-structured interviews with nine students, all of which were transcribed and organised into discursive sequences pointing to enunciative patterns. Their utterances evoke two major discourses: a &#8220;dominant science discourse&#8221;, which represents science practices associated with the natural sciences and excludes the social sciences and language studies; and a &#8220;copying discourse&#8221;, which relates to typical school tasks, such as research tasks that assume students&#8217; learning through information copying. The present analyses contribute to challenging naturalised discourses about science in basic education and eventually to fostering science education for and amongst the social actors at school. A critical approach to teaching (one based on various research practices) can help students find meaning in the instructional contents addressed in the various curricular activities.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Discurso]]></kwd>
<kwd lng="pt"><![CDATA[Ensino fundamental II]]></kwd>
<kwd lng="pt"><![CDATA[Educação científica]]></kwd>
<kwd lng="en"><![CDATA[Discourse]]></kwd>
<kwd lng="en"><![CDATA[Elementary School]]></kwd>
<kwd lng="en"><![CDATA[Science Education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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