<?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>S1983-21172021000100324</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172021230126</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Instante de ver, tempo para compreender e momento de concluir: apontamentos sobre Psicanálise e Educação em Ciências1]]></article-title>
<article-title xml:lang="es"><![CDATA[El instante de ver, el tiempo de comprender y el momento de concluir: notas sobre Psicoanálisis y Educación Científica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nascimento]]></surname>
<given-names><![CDATA[Wilson Elmer]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villani]]></surname>
<given-names><![CDATA[Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte Centro de Educação ]]></institution>
<addr-line><![CDATA[Natal RN]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo Instituto de Física ]]></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>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>23</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172021000100324&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172021000100324&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172021000100324&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: No presente artigo, buscamos estabelecer uma interlocução com o trabalho de Gleici Kelly de Lima e Rodolfo Langhi, intitulado &#8220;Observando o invisível: a relação transferencial a partir dos discursos entre crianças e professoras monitoras em um observatório astronômico&#8221;. Considerando que uma das contribuições mais potentes do trabalho é a operacionalização de conceitos psicanalíticos na relação entre educadoras e crianças, direcionamos nosso diálogo às relações entre Psicanálise e Ensino de Ciências. Para isso, dividimos o texto em três seções: na primeira, retomamos algumas reflexões sobre a exploração de analogias entre Psicanálise e Educação em Ciências; posteriormente, aprofundamos a discussão sobre a relação analógica entre os quatro discursos de Lacan e os discursos do professor de Ciências; por fim, enfatizando o papel dos discursos nas diferentes etapas da aprendizagem em ciências, adentramos nas interpretações dos discursos na relação transferencial entre as monitoras e as crianças no observatório astronômico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: En este artículo buscamos dialogar con el trabajo de Gleici Kelly de Lima y Rodolfo Langhi, titulado &#8220;Observando lo invisible: la relación transferencial a partir de los discursos entre niños y maestras monitoras en un observatorio astronómico&#8221;. Considerando que uno de los aportes más potentes del trabajo es la operacionalización de conceptos psicoanalíticos en la relación entre educadoras y niños, dirigimos nuestro diálogo a la relación entre Psicoanálisis y Educación en Ciencias. Para ello, dividimos el texto en tres secciones: en la primera, retomamos algunas reflexiones sobre la exploración de analogías entre Psicoanálisis y Educación Científica; posteriormente, profundizamos la discusión sobre la relación analógica entre los cuatro discursos de Lacan y los discursos del profesor de Ciencias; finalmente, enfatizando el papel de los discursos en las diferentes etapas del aprendizaje de las Ciencias, nos adentramos en las interpretaciones de los discursos en la relación transferencial entre monitoras y niños en el observatorio astronómico.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação e Psicanálise]]></kwd>
<kwd lng="pt"><![CDATA[Discursos]]></kwd>
<kwd lng="pt"><![CDATA[Lacan]]></kwd>
<kwd lng="pt"><![CDATA[Educação em Ciências]]></kwd>
<kwd lng="es"><![CDATA[Educación y Psicoanálisis]]></kwd>
<kwd lng="es"><![CDATA[Discursos]]></kwd>
<kwd lng="es"><![CDATA[Lacan]]></kwd>
<kwd lng="es"><![CDATA[Educación en Ciencias]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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