<?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>S1983-21172023000100312</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172022240154</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A Natureza da representação a partir do referencial de Bas van Fraassen e a atribuição de sentido ao conhecimento químico escolar]]></article-title>
<article-title xml:lang="es"><![CDATA[La naturaleza de la representación basada en el marco de Bas van Fraassen y la atribución de significado al conocimiento químico escolar]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[Marcelo Gonzaga]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Machado]]></surname>
<given-names><![CDATA[Juliana]]></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 Programa de Pós-Graduação em Ciência, Tecnologia e Educação ]]></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>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>25</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172023000100312&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172023000100312&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172023000100312&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Inicialmente apresentam-se aspectos da problemática da natureza da representação no ensino, evidenciando a desconexão entre os sentidos atribuídos pelos professores e pelos alunos aos modelos representativos de conhecimentos científicos escolares, a partir de exemplos oriundos do ensino de Química. Em seguida, são resgatados e discutidos aspectos da concepção pragmatista de Bas van Fraassen. Ao cotejar aqueles exemplos com categorias de pensamento desse referencial, foi possível evidenciar que os desafios que surgem na aprendizagem da Química relacionados às representações não são solucionados pela introdução de teorias mais complexas e, portanto, mais &#8220;próximas da realidade&#8221;, mas constituem desafios inerentes à própria relação de representação. Em particular, foi possível apontar aspectos constitutivos essenciais da representação: seu caráter relacional, seu caráter intencional ao atribuir predicados, sua distorção virtuosa e a assimetria em sua relação com o representado. Concluímos que a reflexão sobre esses aspectos pode contribuir para o aprofundamento da compreensão da natureza das representações químicas, na perspectiva de uma abordagem que vise priorizar a construção de sentido ao conhecimento químico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Inicialmente, se presentan aspectos del problema de la naturaleza de la representación en la enseñanza, destacando la desconexión entre los significados atribuidos por profesores y por los alumnos a los modelos representativos del saber científico escolar, a partir de ejemplos provenientes de la enseñanza de la Química. Luego, se rescatan y discuten aspectos de la concepción pragmatista de Bas van Fraassen. Al comparar esos ejemplos con categorías de pensamiento de este marco, fue posible mostrar que los desafíos que surgen en el aprendizaje de la Química relacionados con las representaciones no se resuelven introduciendo teorías más complejas y, por lo tanto, más &#8220;cercanas a la realidad&#8221;, sino que constituyen desafíos inherentes a la propia relación de representación. En particular, fue posible señalar aspectos constitutivos esenciales de la representación: su carácter relacional, su carácter intencional al atribuir predicados, su distorsión virtuosa y la asimetría en su relación con el representado. Concluimos que una reflexión sobre estos aspectos puede contribuir a profundizar en la comprensión de la naturaleza de las representaciones químicas, desde la perspectiva de un enfoque que pretende priorizar la construcción de sentido al conocimiento químico.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Representações]]></kwd>
<kwd lng="pt"><![CDATA[Modelos]]></kwd>
<kwd lng="pt"><![CDATA[Epistemologia]]></kwd>
<kwd lng="es"><![CDATA[Representaciones]]></kwd>
<kwd lng="es"><![CDATA[Modelos]]></kwd>
<kwd lng="es"><![CDATA[Epistemología]]></kwd>
</kwd-group>
</article-meta>
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