<?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>1981-2582</journal-id>
<journal-title><![CDATA[Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Porto Alegre]]></abbrev-journal-title>
<issn>1981-2582</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Rio Grande do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-25822023000100126</article-id>
<article-id pub-id-type="doi">10.15448/1981-2582.2023.1.43462</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Indicadores qualitativos da argumentação dialógica: uma proposta em discussão]]></article-title>
<article-title xml:lang="es"><![CDATA[Indicadores cualitativos de la argumentación dialógica: una propuesta en discusión]]></article-title>
<article-title xml:lang="en"><![CDATA[Qualitative indicators of dialogical argumentation: a proposal under discussion]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Duarte Brandolt Borges]]></surname>
<given-names><![CDATA[Thelma]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Valderez Marina do Rosário]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<volume>46</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-25822023000100126&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-25822023000100126&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-25822023000100126&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: A presente pesquisa movimentou-se em direção ao desenvolvimento da argumentação dialógica no ensino e na aprendizagem em Ciências. Com caráter teórico, o estudo reuniu e articulou referenciais que, analisados por meio da Análise Textual Discursiva, receberam nova conformação interpretativa, de elaboração própria. O delineamento proposto objetivou construir indicadores qualitativos para acompanhar o desenvolvimento da argumentação dialógica em aulas de Ciências. Destaca-se como questão de pesquisa a ser respondida: que indicadores expressam o desenvolvimento da argumentação dialógica no ensino de Ciências? Resultaram como indicadores a serem valorizados na argumentação dialógica: (a) a problematização do conhecimento; (b) o incentivo à participação discente; (c) a análise das informações iniciais emergentes; (d) a solicitação e exploração de justificativas, contrapontos e objeções; (e) a realização de encaminhamentos para continuidade do processo argumentativo; (f) a sistematização das discussões; (g) a reflexão sobre os processos; e (h) a análise dos conhecimentos reconstruídos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Indicadores cualitativos de argumentación dialógica: una propuesta en discusión. Esta investigación viene de la necesidad de subsidiar a los docentes para el desarrollo de la argumentación dialógica en el aula. De carácter teórico, ha recogido y articulado referentes que, analizadas a través del Análisis Textual Discursivo, recibieron una nueva conformación interpretativa, de elaboración propia. El diseño propuesto tuvo como objetivo construir indicadores cualitativos capaces de orientar las acciones docentes hacia el desarrollo de la argumentación dialógica. Se buscó dar respuesta a la pregunta: ¿qué indicadores pueden calificar el desarrollo de la argumentación dialógica por parte de los docentes? Resultaron como indicadores a seren valorados por docentes interesados en la argumentación dialógica: la problematización del conocimiento; fomentar la participación de los estudiantes; el análisis de la información emergente inicial; solicitar y explorar justificaciones, contrapuntos y objeciones; propuestas de seguimiento; la sistematización de las discusiones; reflexión sobre los procesos y análisis del conocimiento reconstruido.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The present research moved towards the development of dialogic argumentation in science teaching and learning. With a theoretical character, the study gathered and articulated references that, analyzed through Discursive Textual Analysis, received a new interpretative conformation, of their own elaboration. The proposed design aimed to build qualitative indicators to monitor the development of dialogic argumentation in science classes. It stands out as a research question to be answered: what indicators express the development of dialogic argumentation in science teaching? As indicators to be valued in dialogic argumentation, the following resulted: the problematization of knowledge; encouraging student participation; analysis of emerging initial information; the solicitation and exploration of justifications, counterpoints and objections; the realization of referrals for continuity of the argumentative process; the systematization of discussions; reflection on processes and analysis of reconstructed knowledge.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[argumentação dialógica]]></kwd>
<kwd lng="pt"><![CDATA[indicadores de qualidade]]></kwd>
<kwd lng="pt"><![CDATA[ensino de ciências]]></kwd>
<kwd lng="es"><![CDATA[argumentación dialógica]]></kwd>
<kwd lng="es"><![CDATA[educación del profesorado]]></kwd>
<kwd lng="es"><![CDATA[indicadores de calidad]]></kwd>
<kwd lng="en"><![CDATA[dialogical argumentation]]></kwd>
<kwd lng="en"><![CDATA[qualitative indicators]]></kwd>
<kwd lng="en"><![CDATA[science teaching]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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