<?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>S1983-21172019000100308</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172019210104</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A CONSTITUIÇÃO DE NORMAS E PRÁTICAS CULTURAIS NAS AULAS DE CIÊNCIAS: PROPOSIÇÃO E APLICAÇÃO DE UMA FERRAMENTA DE ANÁLISE]]></article-title>
<article-title xml:lang="es"><![CDATA[LA CONSTITUCIÓN DE NORMAS Y PRÁCTICAS CULTURALES EN LAS CLASES DE CIENCIAS: PROPOSICIÓN Y APLICACIÓN DE UNA HERRAMIENTA DE ANÁLISIS]]></article-title>
<article-title xml:lang="en"><![CDATA[THE CONSTITUTION OF CULTURAL NORMS AND PRACTICES IN SCIENCE CLASSES: PROPOSITION AND APPLICATION OF AN ANALYSIS TOOL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nascimento]]></surname>
<given-names><![CDATA[Luciana de Abreu]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<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-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia do Sul de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Poços de Caldas MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo Faculdade de Educação ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>21</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172019000100308&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172019000100308&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172019000100308&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Atualmente, defende-se que os objetivos do ensino de ciências abranjam a participação dos estudantes nas dimensões conceitual, social, epistêmica e material do trabalho científico. Nesse contexto, emergem estudos sobre como normas e práticas das comunidades científicas podem ser promovidas na escola, criando a necessidade de ferramentas que possibilitem esse processo de análise. Neste trabalho, apresentamos uma ferramenta sustentada em referências que compreendem a construção do conhecimento como uma prática social e que auxilia na identificação de operações de professores e estudantes que evidenciam como normas e práticas científicas são partilhadas em aula. Em um exemplo de aplicação da ferramenta, buscamos apontar suas possibilidades de uso e seu potencial para relacionar normas e práticas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEM: Actualmente se defiende que los objetivos de la enseñanza de ciencias abarquen la participación de los estudiantes en las dimensiones conceptual, social, epistémica y material del trabajo científico. En ese contexto, emergen estudios acerca de cómo se pueden promover en la escuela normas y prácticas de las comunidades científicas, y se crea la necesidad de herramientas que posibiliten ese proceso de análisis. En este trabajo, presentamos una herramienta sostenida en referencias que comprenden la construcción del conocimiento como una práctica social y que auxilia en la identificación de operaciones de profesores y estudiantes que evidencian como normas y prácticas científicas son compartidas en clase. En un ejemplo de aplicación de la herramienta, buscamos apuntar sus posibilidades de uso y su potencial para relacionar normas con prácticas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Currently, it is argued that the objectives of Science education should promote students&#8217; participation in the conceptual, social, epistemic and material dimensions of scientific work. In this context, studies emerge about how norms and practices of scientific communities can be promoted in the school, creating the need for tools that enable this process of analysis. In this paper, we present a tool based on references that comprise the construction of knowledge as a social practice and that assists in the identification of operations of teachers and students that show how scientific norms and practices are shared in class. In an example of application of the tool, we seek to point out its possibilities of use and its potential to relate norms and practices.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de Ciências]]></kwd>
<kwd lng="pt"><![CDATA[Normas Culturais]]></kwd>
<kwd lng="pt"><![CDATA[Práticas Culturais]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de Ciencias]]></kwd>
<kwd lng="es"><![CDATA[Normas Culturales]]></kwd>
<kwd lng="es"><![CDATA[Prácticas Culturales]]></kwd>
<kwd lng="en"><![CDATA[Cultural Norms]]></kwd>
<kwd lng="en"><![CDATA[Cultural Practices]]></kwd>
<kwd lng="en"><![CDATA[Science Teaching]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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