<?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]]></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>S1809-43092023000100135</article-id>
<article-id pub-id-type="doi">10.5212/praxeduc.v.18.21358.062</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Práticas de Ensino Experimental das Ciências no 1.º Ciclo do Ensino Básico em Portugal: uma análise dos relatórios da Inspeção-Geral da Educação e Ciência]]></article-title>
<article-title xml:lang="en"><![CDATA[Experimental Science Teaching practices in the 1st Cycle of Basic Education in Portugal: an analysis of the reports of the General Inspectorate of Education and Science]]></article-title>
<article-title xml:lang="es"><![CDATA[Prácticas de enseñanza de las Ciencias Experimentales en el 1er Ciclo de la Escuela Primaria en Portugal: un análisis de los informes de la Inspección General de la Educación y Ciencia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Patrícia Christine]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[Ana Valente]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vicente]]></surname>
<given-names><![CDATA[Paulo Nuno]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Universidade de Aveiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Aveiro arodrigues@ua.pt ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Nova de Lisboa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</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>18</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092023000100135&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092023000100135&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092023000100135&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Em 2015, iniciou-se a implementação do acompanhamento e da avaliação sistemática, por parte da Inspeção-Geral da Educação e Ciência (IGEC), das práticas dos professores no âmbito do Ensino Experimental das Ciências em Portugal, daí resultando vários relatórios. O presente estudo visa identificar essas práticas dos professores do 1.º Ciclo do Ensino Básico (CEB), através da análise de conteúdo desses documentos. Os resultados evidenciaram que pelo menos metade dos professores observados e inquiridos realizaram atividades práticas de ensino de Ciência, mas fazem-no com pouca frequência. Acresce ainda notar que as atividades realizadas de modo sistemático são implementadas de forma descontextualizada, sem o envolvimento ativo das crianças e pouco centradas na promoção de competências científicas. Constatou-se ainda que a avaliação das aprendizagens nestas atividades é pouco transparente, focada nos conhecimentos e que carece de uma monitorização das aprendizagens mais sistemática, suportada nos instrumentos de registo que contemplem também capacidades e atitudes e valores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In 2015, the implementation of systematic monitoring and evaluation, by the General Inspectorate of Education and Science (Inspeção-Geral da Educação e Ciência - IGEC), of teachers&#8217; practices in the context of the Experimental Science Teaching in Portugal began, resulting in several reports. The present study aims to identify these practices of teachers of the 1st Cycle of Basic Education (CEB), through the content analysis of these documents. The results showed that at least half of the observed and surveyed teachers carried out practical Science teaching activities, but they do it occasionally. It should also be noted that the activities carried out systematically are implemented in a decontextualized way, without the active involvement of children and with little focus on the promotion of scientific skills. It was also found that the learning assessment in these activities is not very clear, focusing on knowledge and lacking a more systematic monitoring of learning, supported by recording instruments that also include skills, attitudes and values.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En 2015, se ha iniciado la implementación del acompañamiento y de la evaluación sistemática, por parte de la Inspección General de la Educación y Ciencia (IGEC), de las prácticas de los profesores en el ámbito de la enseñanza experimental de las Ciencias en Portugal, originando varios informes. El presente estudio pretende identificar esas prácticas de los profesores del 1er Ciclo de la Escuela Primaria (CEB), por medio del análisis de contenido de estos documentos. Los resultados revelaron que al menos la mitad de los profesores observados y encuestados realizaron actividades prácticas en la enseñanza de Ciencia, pero lo hacen con poca frecuencia. Agrega, además, notar que las actividades realizadas de modo sistemático son implementadas de forma descontextualizada, sin la participación activa de los niños y poco centradas en la promoción de las competencias científicas. Se constató, aún, que la evaluación de los aprendizajes en estas actividades es poco transparente, enfocada en los conocimientos, y que carece de una supervisión de los aprendizajes más sistemática, apoyada en los instrumentos de registro que contemplen también capacidades, actitudes y valores.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino Experimental das Ciências]]></kwd>
<kwd lng="pt"><![CDATA[1.º Ciclo do Ensino Básico]]></kwd>
<kwd lng="pt"><![CDATA[Relatórios da IGEC]]></kwd>
<kwd lng="en"><![CDATA[Experimental Science Teaching]]></kwd>
<kwd lng="en"><![CDATA[1st Cycle of Basic Education]]></kwd>
<kwd lng="en"><![CDATA[IGEC reports]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza Experimental de las Ciencias]]></kwd>
<kwd lng="es"><![CDATA[1er Ciclo de Escuela Primaria]]></kwd>
<kwd lng="es"><![CDATA[Informes de la IGEC]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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