<?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>S1983-21172024000100217</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172022240183</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Argumentação e seu uso em sala de aula: Concepções de professores de Química do Ensino Superior]]></article-title>
<article-title xml:lang="es"><![CDATA[LA ARGUMENTACIÓN Y SU USO EN EL AULA: CONCEPCIONES DE LOS PROFESORES DE QUÍMICA DE LA EDUCACIÓN SUPERIOR]]></article-title>
<article-title xml:lang="en"><![CDATA[ARGUMENTATION AND ITS USE IN THE CLASSROOM: CONCEPTIONS OF HIGHER EDUCATION CHEMISTRY TEACHERS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Macie]]></surname>
<given-names><![CDATA[Belém Júrcia Violeta]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arruda]]></surname>
<given-names><![CDATA[Sergio de Mello]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Passos]]></surname>
<given-names><![CDATA[Marinez Meneghello]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Rovuma  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Moçambique</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[Londrina PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>26</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172024000100217&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172024000100217&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172024000100217&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: O artigo teve por objetivo compreender os sentidos que os professores de um curso de licenciatura em Química atribuem à argumentação. Trata-se de uma investigação qualitativa, em que se usou a teoria da argumentação no seu decurso metodológico e os procedimentos da Análise de Conteúdo para interpretar as informações obtidas por meio de entrevista discursiva. Mediante esse processo identificou-se um conceito para argumentação alinhado com as perspectivas lógica, retórica e dialética. Todos os professores, com exceção de um deles (P1), declararam que a argumentação é importante para o ensino de Química e mencionaram que o trabalho independente, o debate e a pergunta, foram as estratégias adotadas. Os resultados revelaram interdependência entre as categorias conceitual, epistemológica e didática; desse modo, as concepções dos professores a respeito da argumentação influenciaram no conceito para argumentação elaborado por eles, bem como no entendimento de como a argumentação pode ser usada em sala de aula.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El artículo tuvo como objetivo comprender los significados que adquiere la argumentación para los docentes de la carrera de Química. Se trata de una investigación cualitativa, en la que se utilizó la teoría de la argumentación en su recorrido metodológico y procedimientos de Análisis de Contenido para interpretar la información obtenida a través de entrevistas discursivas. A través de este proceso se identificó un concepto de argumentación alineado con las perspectivas lógicas, retórica y dialéctica. Todos los docentes, a excepción de uno de ellos (P1), declararon que la argumentación es importante para la enseñanza de la Química y mencionaron que el trabajo independiente, el debate y el cuestionamiento fueron las estrategias adoptadas. Los resultados revelaron interdependencia entre las categorías conceptual, epistemológica y didáctica, así, las concepciones de los docentes sobre la argumentación influyeron en el concepto de argumentación desarrollado por ellos, así como en la comprensión de cómo la argumentación puede ser utilizada en el aula]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The article aimed to understand the meanings of argumentation for teachers of a Chemistry degree course. It is about qualitative research in which the theory of argumentation was used in its methodological course and Content Analysis procedures to interpret the information obtained through discursive interviews. Through this process, a concept for argumentation was identified and aligned with the logical, rhetorical, and dialectical perspectives. All teachers, except for one (P1), declared that argumentation is essential for teaching Chemistry and mentioned that independent work, debate, and questioning were adopted. The results revealed interdependence between the categories conceptual, epistemological, and didactic. Thus, the teachers' conceptions regarding argumentation influenced the concept of argumentation they developed and their understanding of how argumentation can be used in the classroom]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Argumentação]]></kwd>
<kwd lng="pt"><![CDATA[Discurso do professor]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Química]]></kwd>
<kwd lng="es"><![CDATA[Argumentación]]></kwd>
<kwd lng="es"><![CDATA[Discurso docente]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de la Química]]></kwd>
<kwd lng="en"><![CDATA[Argumentation]]></kwd>
<kwd lng="en"><![CDATA[Teacher&#8217;s speech]]></kwd>
<kwd lng="en"><![CDATA[Chemistry Education]]></kwd>
</kwd-group>
</article-meta>
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