<?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>S1983-21172020000100315</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172020210114</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A NATUREZA DA CIÊNCIA PELAS LENTES DO CURRÍCULO: NORMATIVIDADE CURRICULAR, CONTEXTUALIZAÇÃO E OS SENTIDOS DE ENSINAR SOBRE CIÊNCIAS]]></article-title>
<article-title xml:lang="es"><![CDATA[NATURALEZA DE LA CIENCIA A TRAVÉS DE LAS LENTES DE LA TEORÍA CURRICULAR: NORMATIVIDAD CURRICULAR, CONTEXTUALIZACIÓN Y LOS SENTIDOS DE LA ENSEÑANZA DE LA CIENCIA]]></article-title>
<article-title xml:lang="en"><![CDATA[NATURE OF SCIENCE THROUGH CURRICULUM THEORY&#8217; LENSES: CURRICULAR NORMATIVITY, CONTEXTUALIZATION AND THE MEANINGS OF TEACHING ABOUT SCIENCE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MOURA]]></surname>
<given-names><![CDATA[CRISTIANO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CAMEL]]></surname>
<given-names><![CDATA[TÂNIA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[GUERRA]]></surname>
<given-names><![CDATA[ANDREIA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Federal de Educação Tecnológica Celso Suckow da Fonseca  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Fundação Oswaldo Cruz  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>22</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172020000100315&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172020000100315&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172020000100315&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Pesquisas na área de Educação em Ciências apontam a importância de se ensinar sobre ciências na educação básica e na formação de professores de ciências, o que se materializa em torno do construto &#8220;Natureza da Ciência&#8221; (NdC). Apesar de reconhecer o consenso em torno ao tema, entendemos ser importante debatermos sobre o ensino de NdC à luz do debate sobre o porquê ensinar ciências. De forma a contribuir para esse debate, propomos nesse ensaio teórico analisar os tipos de fenômenos educacionais que as três propostas para o ensino de NdC mais citadas na literatura de ensino de ciências habilitam ou desabilitam. Para tal, utilizamos dois aspectos de debates sobre currículo: o da reconceptualização e seus desdobramentos para o entendimento sobre currículo e o da função prescritiva-normativa de documentos curriculares. Nossa análise constata o afastamento do questionamento sobre os fins do ensino sobre as ciências nas propostas analisadas e o caráter prescritivo-normativo de todas elas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Las investigaciones de la educación en ciencias han señalado la importancia de la enseñanza sobre la ciencia en la educación básica y en los cursos de formación de profesores de ciencias, que se materializa en el ámbito de la &#8220;Naturaleza de la Ciencia&#8221; (NdC). Si bien se puede reconocer el consenso sobre el tema, entendemos que es importante discutir sobre la enseñanza de NdC a la luz de las razones por las cuales uno debería enseñar ciencias. Con el objetivo de contribuir a este debate, proponemos, en este ensayo teórico, analizar los diferentes tipos de fenómenos educativos que las tres propuestas más citadas en la literatura permiten y deshabilitan. Para esto, utilizamos dos aspectos relacionados con los debates sobre el currículo: la idea de reconceptualización y su difusión para la comprensión del currículo y también el debate sobre la función prescriptivo-normativa de los documentos curriculares. Nuestro análisis encontró un alejamiento del cuestionamiento sobre los medios de enseñanza de las ciencias en las propuestas analizadas y las características normativas prescriptivas de todas ellas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Science Education researches have pointed out the importance of teaching about science in basic education and in Science teacher training courses, which materializes under the realm of the &#8220;Nature of Science&#8221; (NOS). Although one can recognize the consensus around the theme, we understand it is important to discuss about NOS teaching on the light of the reasons why one should teach science. Aiming to contribute to this debate, we propose, in this theoretical essay, to analyze the different types of educational phenomena that the three most cited proposals in the literature enable and disable. For this, we use two aspects concerning the debates about curriculum: the reconceptualization idea and their outspread for the understanding of curriculum and also the debate around the prescriptive-normative function of curricular documents. Our analysis found an estrangement from the questioning about the means of teaching about sciences in the analyzed proposals and the prescriptive-normative characteristic of all of them.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Natureza da Ciência]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Contextualização.]]></kwd>
<kwd lng="es"><![CDATA[Naturaleza de la ciencia]]></kwd>
<kwd lng="es"><![CDATA[Currículo]]></kwd>
<kwd lng="es"><![CDATA[Contextualización.]]></kwd>
<kwd lng="en"><![CDATA[Nature of Science]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Contextualization]]></kwd>
</kwd-group>
</article-meta>
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