<?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>S1983-21172019000100322</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172019210125</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PROCESSO DE FORMAÇÃO DO CONCEITO DE COR EM CRIANÇAS DE 8 - 10 ANOS: BUSCANDO INVARIANTES OPERATÓRIOS]]></article-title>
<article-title xml:lang="es"><![CDATA[PROCESO DE FORMACIÓN DEL CONCEPTO DE COLOR EN NIÑOS DE 8 - 10 AÑOS: BUSCANDO INVARIANTES OPERATORIOS]]></article-title>
<article-title xml:lang="en"><![CDATA[THE COLOR CONCEPT CONSTRUCTION PROCESS IN 8 - 10 YEARS-OLD CHILDREN: LOOKING FOR OPERATIONAL INVARIANTS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CARVALHO JUNIOR]]></surname>
<given-names><![CDATA[GABRIEL DIAS DE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CARVALHO]]></surname>
<given-names><![CDATA[ANDRESSA XAVIER ZINATO DE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ZACARIAS]]></surname>
<given-names><![CDATA[RÍSSIA DA SILVA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PINTO]]></surname>
<given-names><![CDATA[MAÍRA DE OLIVEIRA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Ouro Branco MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Minas Gerais Faculdade de Belas Artes ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></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=S1983-21172019000100322&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172019000100322&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172019000100322&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Este trabalho foi resultado de uma pesquisa conduzida com 63 crianças de 8 - 10 anos de uma escola pública de Minas Gerais, que está inserida em uma pesquisa longitudinal ainda em curso. Nosso objetivo era identificar invariantes operatórios utilizados pelas crianças em uma situação que envolvia a formação de cores e sombras, por meio de experimentos com projetor. Acompanhamos as soluções propostas pelas crianças e seus registros gráficos. Usamos a Análise de Conteúdo de Bardin e realizamos a identificação dos invariantes operatórios com base na Teoria dos Campos Conceituais. As conclusões indicam que crianças concebem as cores como intensidades distintas de claridade e escuro. Nossa contribuição original é o uso da Teoria dos Campos Conceituais para interpretar o processo conceitualização de cor em crianças.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Este trabajo resultó de una investigación realizada con 63 niños de 8 a 10 años de edad de una escuela pública de Minas Gerais, que está insertada en una investigación longitudinal aún en desarrollo. Nuestro objetivo era identificar invariantes operatorios utilizados por los niños en una situación que involucraba la formación de colores y sombras, por medio de experimentos con proyector. Acompañamos las soluciones propuestas por los niños y sus registros gráficos. Usamos el Análisis de Contenido de Bardin y realizamos la identificación de los invariantes operatorios basándonos en la Teoría de los Campos Conceptuales. Las conclusiones indican que niños conciben los colores como intensidades distintas de claridad y oscuridad. Nuestra contribución original es el uso de la Teoría de los Campos Conceptuales para interpretar el proceso de conceptualización de color en niños.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This paper was a result of a longitudinal research which is still on course. This research counted with 63 children, students in a public school, from 8 to 10 years old in Minas Gerais state (Brazil). Our goal was to identify which operational invariants were used by the children on a color/shadow construction situation through the use of a projector. We considered the solutions proposed by the children and also their own graphic notation. We&#8217;ve chosen Bardin&#8217;s Content Analysis as the methodological approach and we&#8217;ve done, based on Conceptual Fields theory, the identification of the operational invariants. The conclusions point out that the understanding of colors by the children is a result of a differentiation between shades of brightness and dark. Our contribution relies on the new feature brought to Conceptual Fields theory&#8217;s analytical framework which is the ability to evaluate the colors&#8217; conceptualization process in children.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de cores]]></kwd>
<kwd lng="pt"><![CDATA[Conceitualização]]></kwd>
<kwd lng="pt"><![CDATA[Teoria dos campos conceituais]]></kwd>
<kwd lng="es"><![CDATA[Formación de colores]]></kwd>
<kwd lng="es"><![CDATA[Conceptualización]]></kwd>
<kwd lng="es"><![CDATA[Teoría de los campos conceptuales]]></kwd>
<kwd lng="en"><![CDATA[Colors construction]]></kwd>
<kwd lng="en"><![CDATA[Conceptualisation]]></kwd>
<kwd lng="en"><![CDATA[Conceptual Fields Theory]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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