<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052023000100233</article-id>
<article-id pub-id-type="doi">10.12957/teias.2023.63265</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[AFETIVIDADE E GOSTO PELA CIÊNCIA NO ENSINO FUNDAMENTAL: uma enquete qualitativa com professores de Ciências]]></article-title>
<article-title xml:lang="en"><![CDATA[AFFECTIVITY AND TASTE FOR SCIENCE IN ELEMENTARY SCHOOL: a qualitative survey with science teachers]]></article-title>
<article-title xml:lang="es"><![CDATA[AFECTIVIDAD Y GUSTO POR LA CIENCIA EN ENSEÑANZA FUNDAMENTAL: una encuesta cualitativa con profesores de ciencias]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pacheco]]></surname>
<given-names><![CDATA[Julia Nunes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosa]]></surname>
<given-names><![CDATA[Cleci Teresinha Werner da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Darroz]]></surname>
<given-names><![CDATA[Luiz Marcelo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Passo Fundo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Passo Fundo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Passo Fundo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</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>24</volume>
<numero>72</numero>
<fpage>233</fpage>
<lpage>250</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052023000100233&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052023000100233&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052023000100233&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente estudo investiga a presença de elementos da dimensão afetiva no cotidiano de dez professores de Ciências do ensino fundamental, por meio de entrevista semiestruturada contendo dez perguntas. As questões abordadas envolvem a formação acadêmica e atuação profissional dos participantes, estrutura de suas aulas, percepção em relação ao ensino de Ciências e seus objetivos, importância da dimensão afetiva durante as aulas e motivação dos alunos. A maioria dos participantes entende a dimensão afetiva como importante, mas não a considera em seu planejamento. Na fala dos entrevistados, sobressai o uso do livro didático que somado a outras fontes, buscam estabelecer aproximações entre os conteúdos científicos e a realidade vivenciada pelos estudantes. Além disso, os professores relatam observar maior empolgação de seus alunos quando realizam atividades práticas e experimentais, ou em determinados conteúdos, entendendo que as aulas de Ciências são capazes de influenciar na escolha da carreira profissional do estudante.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study investigates the presence of elements of the affective dimension in the daily lives of ten elementary school science teachers, through a semi-structured interview containing ten questions. The issues addressed involve the academic background and professional performance of the participants, the structure of their classes, perception in relation to the teaching of Science and its objectives, the importance of the affective dimension during classes and the students' motivation. Most participants understand the affective dimension as important, but do not consider it in their planning. In the interviewees' speech, the use of textbooks stands out, which, together with other sources, seek to establish approaches between scientific content and the reality experienced by students. In addition, teachers report that their students are more excited when they carry out practical and experimental activities, or in specific content, understanding that science classes are capable of influencing the student's choice of professional career.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio investiga la presencia de elementos de la dimensión afectiva en la vida cotidiana de diez profesores de ciencias de primaria, a través de una entrevista semiestructurada que contiene diez preguntas. Los temas abordados involucran la formación académica y desempeño profesional de los participantes, la estructura de sus clases, la percepción en relación a la enseñanza de la ciencia y sus objetivos, la importancia de la dimensión afectiva durante las clases y la motivación de los estudiantes. La mayoría de los participantes entienden la dimensión afectiva como importante, pero no la consideran en su planificación. En el discurso de los entrevistados destaca el uso de libros de texto que, junto con otras fuentes, buscan establecer aproximaciones entre el contenido científico y la realidad vivida por los estudiantes. Además, los docentes informan que sus alumnos se emocionan más cuando realizan actividades prácticas y experimentales, o en contenidos específicos, entendiendo que las clases de Ciencias son capaces de influir en la elección de carrera profesional del alumno.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[motivação]]></kwd>
<kwd lng="pt"><![CDATA[autoestima]]></kwd>
<kwd lng="pt"><![CDATA[dimensão afetiva]]></kwd>
<kwd lng="en"><![CDATA[motivation]]></kwd>
<kwd lng="en"><![CDATA[self-esteem]]></kwd>
<kwd lng="en"><![CDATA[affective dimension]]></kwd>
<kwd lng="es"><![CDATA[motivación]]></kwd>
<kwd lng="es"><![CDATA[autoestima]]></kwd>
<kwd lng="es"><![CDATA[dimensión afectiva]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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