<?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>S1983-21172013000200169</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172013150211</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[AÇÕES E INDICADORES DA CONSTRUÇÃO DO ARGUMENTO EM AULA DE CIÊNCIAS]]></article-title>
<article-title xml:lang="en"><![CDATA[ACTIONS AND INDICATORS OF BUILDING UP ARGUMENTS IN SCIENCE CLASSES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sasseron;]]></surname>
<given-names><![CDATA[Lúcia Helena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho.]]></surname>
<given-names><![CDATA[Anna Maria Pessoa de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo (FEUSP) Faculdade de Educação ]]></institution>
<addr-line><![CDATA[São Paulo ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2013</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2013</year>
</pub-date>
<volume>15</volume>
<numero>2</numero>
<fpage>169</fpage>
<lpage>189</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172013000200169&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172013000200169&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172013000200169&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Neste trabalho apresentamos algumas ideias relacionadas ao uso do padr&#227;o de argumento de Toulmin (TAP) em pesquisas sobre ensino de ci&#234;ncias. Apoiamo-nos em trabalhos da &#225;rea que mencionam a poss&#237;vel inadequa&#231;&#227;o desse referencial quando utilizado para analisar as intera&#231;&#245;es ocorridas em sala de aula. Entendemos que a sua utiliza&#231;&#227;o em nossas pesquisas pode ser mais bem aproveitada quando inserimos elementos diretamente associados ao ensino de ci&#234;ncias. Neste artigo, propomos uma an&#225;lise com foco tanto nas respostas dos alunos quanto nas a&#231;&#245;es do professor para fomentar as discuss&#245;es ocorridas em sala de aula. Al&#233;m do TAP, em nossa pesquisa usamos categorias propostas para estudo das intera&#231;&#245;es discursivas ocorridas em aulas de ci&#234;ncias: para a an&#225;lise das falas dos alunos, utilizamos os indicadores de alfabetiza&#231;&#227;o cient&#237;fica, e para o exame das a&#231;&#245;es do professor, propomos novas categorias que se relacionam diretamente com a promo&#231;&#227;o da investiga&#231;&#227;o e da argumenta&#231;&#227;o em sala de aula. Com base nos resultados obtidos, conclu&#237;mos que o estabelecimento de correla&#231;&#227;o entre fatos e ideias (n&#227;o considerado pelo TAP) &#233; uma etapa essencial para a constru&#231;&#227;o do argumento em aulas de ci&#234;ncias.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[In this paper, we present some ideas concerning the use of Toulmin's Argument Pattern (TAP) in research on science teaching. We support studies in the area that mention the possible inadequacy of this standard when used to analyze the interactions occurring in the classroom. We believe that its use in our research can be better used when we insert elements directly related to science education. In this paper, we propose an analysis focused both on the responses of the students and the teacher's actions to foster discussions that occurred in the classroom. In addition to TAP, in our analysis, we use categories proposed for the study of discursive interactions occurring in science classrooms: to analyze the speech of students, we use indicators of Scientific Literacy, and to analyze the actions of the teacher, we propose new categories that directly relate to the promotion of research and argumentation in the classroom. Based on these results, we conclude that the establishment of correlation between facts and ideas (not regarded by TAP) is an essential step for the construction of argument in science classes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Argumentação]]></kwd>
<kwd lng="pt"><![CDATA[ações do professor]]></kwd>
<kwd lng="pt"><![CDATA[indicadores de alfabetização científica.]]></kwd>
<kwd lng="en"><![CDATA[Argumentation]]></kwd>
<kwd lng="en"><![CDATA[teachers' actions. Indicators of scientific literacy.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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