<?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>S1983-21172020000100338</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172020210135</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[INTERAÇÕES DISCURSIVAS E ARGUMENTAÇÃO EM SALA DE AULA: A CONSTRUÇÃO DE CONCLUSÕES, EVIDÊNCIAS E RACIOCÍNIOS]]></article-title>
<article-title xml:lang="es"><![CDATA[INTERACCIONES DISCURSIVAS Y ARGUMENTACIÓN EN CLASE: LA CONSTRUCCIÓN DE CONCLUSIONES, EVIDENCIAS Y RACIOCINIOS]]></article-title>
<article-title xml:lang="en"><![CDATA[DISCURSIVE INTERACTIONS AND ARGUMENTATION IN CLASSROOM: BUILDING UP CONCLUSIONS, EVIDENCES AND REASONING]]></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-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo Faculdade de Educação Departamento de Metodologia de Ensino e Educação Comparada]]></institution>
<addr-line><![CDATA[São Paulo SP]]></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=S1983-21172020000100338&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172020000100338&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172020000100338&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Considerando que as interações discursivas em aulas de ciências permitem a promoção de um ambiente dialógico e que a argumentação tem sido um foco de estudo da área de ensino de ciências, neste texto, pretendemos explorar como argumentos são discutidos em aulas em que a abordagem didática são as interações discursivas. A discussão teórica que fundamenta este estudo também nos ajuda a analisar os dados. Este estudo de caso tem viés qualitativo para a análise de situações de ensino de ciências. Apresentamos um modo de organizar as informações provenientes das interações discursivas para mostrar como as ideias em debate transformam-se em argumentos. Entendemos que este estudo pode contribuir para a pesquisa em ensino de ciências apresentando um modo de análise para a construção dos argumentos que, ao mesmo tempo em que pontua as contribuições de cada sujeito, revela transformações pelas quais estas vão passando até configurarem-se em alegações, evidências ou justificativas de um argumento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Considerando que las interacciones discursivas en clases de ciencias permiten el fomento de un ambiente dialógico y que la argumentación es un foco de estudio del área de enseñanza de ciencias, en este texto, pretendemos explorar como se discuten argumentos en clases en las cuales el enfoque didáctico son las interacciones discursivas. La discusión teórica que fundamenta este estudio también nos ayuda en el análisis de los datos. Este caso de estudio tiene enfoque cualitativo para el análisis de situaciones de enseñanza de ciencias. Presentamos un modo de organizar las informaciones provenientes de las interacciones discursivas para señalar como las ideas en debate se transforman en argumentos. Entendemos que este estudio puede contribuir a la investigación en enseñanza de ciencias presentando un modo de análisis para la construcción de argumentos que, al mismo tiempo que destaca contribuciones de cada sujeto, revela transformaciones por las cuales estas pasan hasta que se configuren como alegaciones, evidencias o justificativas de un argumento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Discursive interactions in science education promote dialogical environment. Argumentation has been focus of study in science education research. In this paper, we intend to explore how arguments are discussed in classes in which discursive interactions are realized. The theoretical discussion that underlies this study also helps us to analyze data. This case study has a qualitative bias for the analysis of science lessons. We present a way of organizing information from discursive interactions to show how the ideas under discussion become arguments. We understand that this study can contribute to research in science education, presenting a kind of analysis for the construction of arguments that, while punctuating the contributions of each person, reveals transformations from ideas to become claims, evidence or justification.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Interações discursivas]]></kwd>
<kwd lng="pt"><![CDATA[Argumentação]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Fundamental]]></kwd>
<kwd lng="pt"><![CDATA[Práticas Epistêmicas]]></kwd>
<kwd lng="es"><![CDATA[Interacciones discursivas]]></kwd>
<kwd lng="es"><![CDATA[Argumentación]]></kwd>
<kwd lng="es"><![CDATA[Educación Primaria]]></kwd>
<kwd lng="es"><![CDATA[Prácticas Epistémicas]]></kwd>
<kwd lng="en"><![CDATA[Discursive interactions]]></kwd>
<kwd lng="en"><![CDATA[Argumentation]]></kwd>
<kwd lng="en"><![CDATA[Elementary School]]></kwd>
<kwd lng="en"><![CDATA[Epistemic Practices]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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