<?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>1809-4309</journal-id>
<journal-title><![CDATA[Práxis Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Práxis Educativa. Ponta Grossa]]></abbrev-journal-title>
<issn>1809-4309</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - Ponta Grossa  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-43092017000300017</article-id>
<article-id pub-id-type="doi">10.5212/PraxEduc.v.12i3.017</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Representações sociais de ciência e gênero no ensino de Ciências]]></article-title>
<article-title xml:lang="en"><![CDATA[Social representations of science and gender in Science teaching]]></article-title>
<article-title xml:lang="es"><![CDATA[Representaciones sociales de ciencia y género en la enseñanza de Ciencias]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Heerdt]]></surname>
<given-names><![CDATA[Bettina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Batista]]></surname>
<given-names><![CDATA[Irinéa de Lourdes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Ponta Grossa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2017</year>
</pub-date>
<volume>12</volume>
<numero>3</numero>
<fpage>995</fpage>
<lpage>1012</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092017000300017&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092017000300017&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092017000300017&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este artigo analisa as representa&#231;&#245;es sociais (RS) de docentes a respeito da Natureza da Ci&#234;ncia (NdC), das quest&#245;es de g&#234;nero na sociedade, na Ci&#234;ncia e no contexto de ensino. A abordagem te&#243;rica &#233; a da RS dimensional de Moscovici, associada &#224;s discuss&#245;es da NdC, teorias feministas da Ci&#234;ncia e Ensino de Ci&#234;ncias. Participaram da investiga&#231;&#227;o 22 docentes. Os dados foram coletados por meio do registro f&#237;lmico. A an&#225;lise lexical foi realizada com o aux&#237;lio do software Alceste. Formaram-se quatro classes: NdC, G&#234;nero e a mulher na Ci&#234;ncia, G&#234;nero e contexto de ensino, e G&#234;nero e sociedade. Nas &#225;reas de forma&#231;&#227;o das/dos docentes, n&#227;o foi poss&#237;vel encontrar diferen&#231;as significativas nas RS. Por meio dos dados emp&#237;ricos, percebe-se a argumenta&#231;&#227;o distinta de homens e de mulheres. A RS dos homens, naturalizada, discriminat&#243;ria e de nega&#231;&#227;o das quest&#245;es de g&#234;nero na sociedade e na Ci&#234;ncia, mostra-se mais contundente do que das mulheres. Faz-se necess&#225;ria, na forma&#231;&#227;o inicial e continuada, a problematiza&#231;&#227;o das quest&#245;es de g&#234;nero na Ci&#234;ncia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This paper analyzes the Social Representations (SR) of teachers regarding the Nature of Science (NoS), gender issues in society, Science and in the teaching context. The theoretical approach is Moscovici&#8217;s SR associated to NoS discussions, Science feminist theories and Teaching of Science. A number of twenty-two teachers were part of this research. Data were collected through the filmic record. The lexical analysis was performed using the Alceste software. Four classes were formed: NoS, Gender and women in Science, Gender and teaching context, and Gender and society. In the areas of the teachers&#8217; education, it was not possible to find significant differences in SR. Through empirical data, the distinct argumentation of men and women is noticed. The SR of men, naturalized, discriminatory and of gender issue denial in society and Science, is more forceful than of women. It is necessary, in the initial and continued education, the problematization of gender issues in Science.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En este art&#237;culo se analizan las representaciones sociales (RS) de docentes acerca de la Naturaleza de la Ciencia (NdC), de las cuestiones de g&#233;nero en la sociedad, en la Ciencia y en el contexto de la Ense&#241;anza. El abordaje te&#243;rico es el de la RS dimensional de Moscovici asociado a las discusiones de la NdC, teor&#237;as feministas de la Ciencia y Ense&#241;anza de la Ciencia. Participaron de la investigaci&#243;n 22 docentes. Los datos fueron recolectados por medio del registro f&#237;lmico. El an&#225;lisis lexical fue realizado con el auxilio del software Alceste. Se formaron cuatro clases: Ndc, G&#233;nero y la Mujer en la Ciencia, G&#233;nero y contexto de Ense&#241;anza y, G&#233;nero y sociedad. En las &#225;reas de formaci&#243;n de los docentes no fue posible encontrar diferencias significativas en las RS. Por medio de los datos emp&#237;ricos, se percibe la argumentaci&#243;n distinta de mujeres y hombres. La RS de los hombres naturalizada, discriminatoria y de negaci&#243;n de las cuestiones de g&#233;nero en la sociedad y en la Ciencia, se muestra m&#225;s contundente que la muestra de las mujeres. Se hace necesaria, en la formaci&#243;n inicial y continuada, la problematizaci&#243;n de las cuestiones de g&#233;nero en la Ciencia.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Representações sociais]]></kwd>
<kwd lng="pt"><![CDATA[Gênero e Ciência]]></kwd>
<kwd lng="pt"><![CDATA[Formação docente]]></kwd>
<kwd lng="en"><![CDATA[Social representations]]></kwd>
<kwd lng="en"><![CDATA[Gender and Science]]></kwd>
<kwd lng="en"><![CDATA[Teacher education]]></kwd>
<kwd lng="es"><![CDATA[Representaciones sociales]]></kwd>
<kwd lng="es"><![CDATA[Género y ciencia]]></kwd>
<kwd lng="es"><![CDATA[Formación docente]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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