<?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>1983-2117</journal-id>
<journal-title><![CDATA[Ensaio Pesquisa em Educação em Ciências ]]></journal-title>
<abbrev-journal-title><![CDATA[Ens. Pesqui. Educ. Ciênc.]]></abbrev-journal-title>
<issn>1983-2117</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-21172012000300051</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172012140304</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[CONTRIBUIÇÃO DA FILOSOFIA DA MICROBIOLOGIA PARA FUNDAMENTAR A ZONA RELACIONAL DO PERFIL CONCEITUAL DE VIDA]]></article-title>
<article-title xml:lang="en"><![CDATA[CONTRIBUTION OF PHILOSOPHY OF MICROBIOLOGY IN SUPPORT OF THE RELATIONAL ZONE OF THE CONCEPTUAL PROFILE OF LIFE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Coutinho]]></surname>
<given-names><![CDATA[Francisco Ângelo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Rogério Parentoni]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vieira]]></surname>
<given-names><![CDATA[Marcos Costa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Minas Gerais (FAE- UFMG) Faculdade de Educação ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Ceará (UFCe)  ]]></institution>
<addr-line><![CDATA[Fotaleza CE]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2012</year>
</pub-date>
<volume>14</volume>
<numero>3</numero>
<fpage>51</fpage>
<lpage>64</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172012000300051&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172012000300051&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172012000300051&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Discute-se, neste estudo, como as reflex&#245;es da filosofia da Microbiologia podem contribuir para fundamentar a zona relacional do conceito biol&#243;gico vida e os benef&#237;cios que traria para o aprendizado dos alunos em virtude de sua utiliza&#231;&#227;o em sala de aula. A partir da defini&#231;&#227;o do conceito vida como adapta&#231;&#227;o flex&#237;vel, argumenta-se sobre a possibilidade de que o ensino em Biologia seja sint&#233;tico ao inv&#233;s de meramente anal&#237;tico. Para alcan&#231;ar esse objetivo, fundamenta-se na zona relacional do conceito vida e se discute de que formas as consequ&#234;ncias dessa fundamenta&#231;&#227;o podem contribuir para a pr&#225;tica do ensino em Biologia. Simultaneamente, espera-se contribuir para refor&#231;ar o programa de pesquisas sobre perfis conceituais, uma vez que isso trar&#225; consequ&#234;ncias positivas para a compreens&#227;o dos aspectos ontol&#243;gicos e epistemol&#243;gicos das zonas do perfil de um conceito cient&#237;fico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[We discuss how reflections on the philosophy of microbiology may contribute to set up the foundations of a relational zone for the biological concept of life and how it would improve student learning if used inclassroom. Starting from the definition of life as flexible adaptation, we argue that a synthetic treatment of biology teaching should replace the current analytical approach. For that purpose, we lay out the fundamentals of the relational zone for a concept of life and discuss how the consequences arising from the definition of such fundamentals may contribute to the practice of biology teaching. At the same time, we hope that our contribution will strengthen the research program on conceptual profiles, for this shall bring positive consequences to the comprehension of the ontological and epistemological aspects of the profile zones of a scientific concept.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Conceito vida]]></kwd>
<kwd lng="pt"><![CDATA[perfil conceitual]]></kwd>
<kwd lng="pt"><![CDATA[ensino de biologia]]></kwd>
<kwd lng="pt"><![CDATA[filosofia da biologia.]]></kwd>
<kwd lng="en"><![CDATA[Concept of life]]></kwd>
<kwd lng="en"><![CDATA[conceptual profile]]></kwd>
<kwd lng="en"><![CDATA[biology teaching]]></kwd>
<kwd lng="en"><![CDATA[philosophy of biology.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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