<?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>S1983-21172022000100321</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172022240131</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[PRÁTICAS EPISTÊMICAS NOS CURRÍCULOS DE CIÊNCIAS NATURAIS DE PAÍSES DA AMÉRICA LATINA: UM ESTUDO ENTRE BRASIL, CHILE E COLÔMBIA]]></article-title>
<article-title xml:lang="pt"><![CDATA[PRÁCTICAS EPISTÉMICAS EN LOS CURRÍCULOS DE CIENCIAS NATURALES DE PAÍSES DE AMÉRICA LATINA: ESTUDIO ENTRE BRASIL, CHILE Y COLOMBIA]]></article-title>
<article-title xml:lang="en"><![CDATA[THE RECONTEXTUALIZATION OF BIODIVERSITY DISCOURSE IN A TRAINING COURSE FOR SCIENCE TEACHERS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zompero]]></surname>
<given-names><![CDATA[Andreia de Freitas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lozano]]></surname>
<given-names><![CDATA[Diana Lineth Parga]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosa]]></surname>
<given-names><![CDATA[Cleci Teresinha Werner da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tibaud]]></surname>
<given-names><![CDATA[Ximena Vildósola]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Laburú]]></surname>
<given-names><![CDATA[Carlos Eduardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[Londrina PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Pedagógica Nacional  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Passo Fundo  ]]></institution>
<addr-line><![CDATA[Passo Fundo RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Metropolitana de Ciencias de la Educación  ]]></institution>
<addr-line><![CDATA[Ñuñoa Región Metropolitana]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>24</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172022000100321&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172022000100321&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172022000100321&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Este estudio tuvo por objeto identificar y caracterizar las prácticas epistémicas en cuanto a la Producción, Comunicación y Evaluación del conocimiento científico establecidas en las propuestas curriculares oficiales de enseñanza en Brasil Chile y Colombia. Se trata de una investigación cualitativa y documental. Fueron analizados los documentos curriculares vigentes en cada país del área de Ciencias Naturales. Los documentos muestran que hay un mayor número de prácticas epistémicas asociadas a la dimensión social de Producción del conocimiento, seguida de la Comunicación y la Evaluación del conocimiento. En Brasil, las prácticas epistémicas predominantes son problematizar, concluir y usar el lenguaje representacional. En Chile prevalecen planear la investigación, articular observaciones a los conceptos y presentar ideas propias. En Colombia predomina el uso del lenguaje representacional. Consideramos que las orientaciones curriculares presentes en los documentos normativos presentan implicaciones para la formación de los estudiantes en lo que se refiere a la formación científica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Este estudo teve por objetivo identificar e caracterizar as práticas epistêmicas de Produção, Comunicação e Avaliação do conhecimento científico estabelecidas nas propostas curriculares oficiais para o ensino no Brasil, Chile e Colômbia. Trata-se de uma pesquisa qualitativa e documental. Foram analisados os documentos curriculares vigentes em cada país da área de Ciências da Natureza. Os documentos mostram que há um maior número de práticas epistêmicas associadas à dimensão social da Produção do conhecimento, seguidas da Comunicação e Avaliação do conhecimento. No Brasil, as práticas epistêmicas predominantes são a problematização, a conclusão e o uso da linguagem representacional. No Chile, prevalece o planejamento da pesquisa, articulando observações aos conceitos e apresentando suas próprias ideias. Na Colômbia, predomina o uso da linguagem representacional. Consideramos que as orientações curriculares presentes nos documentos normativos apresentam implicações para a formação dos alunos no que se refere à formação científica.Epistemic practices in the Natural Sciences curricula of Latin American countries: a study between Brazil, Chile, and Colombia]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The objective of this study was to identify and characterize the epistemic practices regarding the Production, Communication and Evaluation of scientific knowledge established in the official curricula proposals of teaching in Brazil, Chile, and Colombia. It is a qualitative and documentary research. Curriculum documents from the Natural Sciences area of the three countries were analyzed. The documents show that there is a greater number of epistemic practices associated with the social dimension of knowledge Production, followed by Communication and Evaluation of knowledge. In Brazil, the predominant epistemic practices are problematizing, concluding, and using representational language. In Chile, planning the research, articulating observations to the concepts, and presenting their own ideas prevail. In Colombia, the use of representational language predominates. We consider that the orientations present in the normative documents implications for the training of students in what refers to scientific training]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Enseñanza de las ciencias]]></kwd>
<kwd lng="es"><![CDATA[conocimiento científico]]></kwd>
<kwd lng="es"><![CDATA[prácticas científicas]]></kwd>
<kwd lng="es"><![CDATA[documentos curriculares]]></kwd>
<kwd lng="es"><![CDATA[América Latina]]></kwd>
<kwd lng="pt"><![CDATA[Educação científica]]></kwd>
<kwd lng="pt"><![CDATA[conhecimento científico]]></kwd>
<kwd lng="pt"><![CDATA[práticas epistêmicas]]></kwd>
<kwd lng="pt"><![CDATA[documentos curriculares]]></kwd>
<kwd lng="pt"><![CDATA[América Latina]]></kwd>
<kwd lng="en"><![CDATA[Science education]]></kwd>
<kwd lng="en"><![CDATA[scientific knowledge]]></kwd>
<kwd lng="en"><![CDATA[epistemic practices]]></kwd>
<kwd lng="en"><![CDATA[curriculum documents]]></kwd>
<kwd lng="en"><![CDATA[Latin America]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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