<?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>S1983-21172023000100314</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172022240148</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ENTRE NORMAS E ROTINAS DA QUÍMICA ORGÂNICA: O TRABALHO COM OS DOMÍNIOS DO CONHECIMENTO CIENTÍFICO]]></article-title>
<article-title xml:lang="es"><![CDATA[ENTRE NORMAS Y RUTINAS DE LA QUÍMICA ORGÁNICA: EL TRABAJO CON LOS DOMINIOS DEL CONOCIMIENTO CIENTÍFICO]]></article-title>
<article-title xml:lang="en"><![CDATA[BETWEEN NORMS AND ROUTINES OF ORGANIC CHEMISTRY: THE WORK WITH THE DOMAINS OF SCIENTIFIC KNOWLEDGE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Fernando César]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<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 Federal de Minas Gerais Faculdade de Educação ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo Faculdade de Educação ]]></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>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=S1983-21172023000100314&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172023000100314&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172023000100314&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Partimos do pressuposto de que a aproximação de normas e rotinas características da atividade científica pode ser elemento promotor de aprendizagem das ciências. Assim, buscamos responder a questão de pesquisa: &#8220;Em aulas de Química Orgânica para estudantes do ensino superior, quais domínios do conhecimento científico são mobilizados pela professora?&#8221; Para isso, foram gravadas, em áudio e vídeo, aulas da disciplina de Química Orgânica para uma turma de Licenciatura em Química. Os dados produzidos para esta pesquisa advêm da transcrição dessas gravações e foram analisados qualitativamente com o objetivo de identificar a mobilização dos domínios do conhecimento científico pela professora. Os resultados indicaram que os domínios conceitual e material surgem com frequência, e o epistêmico raramente. Já o domínio social surge vinculado, especialmente, ao uso das representações. Ao interagir com esses domínios a professora relaciona o material experimental ao uso das representações. Como implicações desta pesquisa defendemos a ideia de objeto epistêmico para abordagem das representações e caracterização do domínio material.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Partimos del supuesto de que la aproximación a normas y rutinas propias de la actividad científica puede ser un elemento que promueva el aprendizaje de las ciencias. Así, buscamos responder a la pregunta de investigación: &#8220;En las clases de Química Orgánica para estudiantes de la educación superior, ¿qué dominios del conocimiento científico son movilizados por el docente?&#8221;. Para ello se grabaron clases de Química Orgánica, en audio y video, para una clase de grado en Profesorado en Química. Los datos producidos para esta investigación provienen de la transcripción de esas grabaciones y fueron analizados cualitativamente con el objetivo de identificar la movilización de los dominios del conocimiento científico por parte del docente. Los resultados indican que los dominios conceptual y material aparecen con frecuencia, y el epistémico rara vez. El dominio social, en cambio, aparece ligado al uso de las representaciones. Al interactuar con estos dominios, el docente relaciona el material experimental con el uso de representaciones. Como implicaciones de esta investigación defendemos la idea de un objeto epistémico para acercarnos a las representaciones y caracterizar el dominio material.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: We assume that the approximation of norms and routines characteristic of scientific activity can be an element that promotes science learning. Thus, we aim to answer the research question: &#8220;In Organic Chemistry classes for Higher Education students, which domains of scientific knowledge are mobilized by the professor?&#8221;. Therefore, Organic Chemistry classes in a teacher training program in Chemistry were recorded in audio and video. The data produced for this research come from the transcription of these recordings and were analyzed qualitatively in order to identify mobilization of the domains of scientific knowledge by the professor. The results indicated that the conceptual and material domains appear frequently, and the epistemic rarely. The social domain, on the other hand, appears linked to the use of representations. When interacting with these domains, the professor relates the experimental material to the use of representations. As implications of this research, we defend the idea of an epistemic object to approach visual representations and characterize the material domain.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino Superior]]></kwd>
<kwd lng="pt"><![CDATA[Domínio social]]></kwd>
<kwd lng="pt"><![CDATA[Domínio material]]></kwd>
<kwd lng="es"><![CDATA[Educación Superior]]></kwd>
<kwd lng="es"><![CDATA[Dominio social]]></kwd>
<kwd lng="es"><![CDATA[Dominio material]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[Social domain]]></kwd>
<kwd lng="en"><![CDATA[Material domain]]></kwd>
</kwd-group>
</article-meta>
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