<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Scientiarum. Education]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012016000200193</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v38i2.23610</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Interdisciplinaridade escolar no ensino médio: domínios epistêmicos como possibilidade para elaboração e avaliação de um trabalho coletivo]]></article-title>
<article-title xml:lang="en"><![CDATA[Interdisciplinarity in high school: epistemic domains to elaborate and evaluation collective work]]></article-title>
<article-title xml:lang="es"><![CDATA[Interdisciplinariedad escolar en la enseñanza secundaria: dominios epistémicos como posibilidad para la elaboración y evaluación de un trabajo colectivo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Thais Benetti de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Caldeira]]></surname>
<given-names><![CDATA[Ana Maria de Andrade]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista "Júlio de Mesquita Filho"  ]]></institution>
<addr-line><![CDATA[Bauru São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista "Júlio de Mesquita Filho" Faculdade de Educação Programa de Pós-graduação em Educação para Ciência]]></institution>
<addr-line><![CDATA[Bauru São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2016</year>
</pub-date>
<volume>38</volume>
<numero>2</numero>
<fpage>193</fpage>
<lpage>204</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012016000200193&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012016000200193&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012016000200193&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[A Educa&#231;&#227;o Cient&#237;fica obedece &#224;s conting&#234;ncias referentes &#224; complexidade dos problemas atuais e, portanto, (re)configura condi&#231;&#245;es did&#225;ticas para o Ensino de Ci&#234;ncias. A interdisciplinaridade emerge nesse contexto e carrega controv&#233;rsias sem&#226;nticas, principalmente no que concerne &#224; interdisciplinaridade escolar. Este trabalho procura relatar a import&#226;ncia da interdisciplinaridade escolar e do trabalho coletivo entre professores por meio dos dados obtidos por um projeto interdisciplinar realizado em uma escola p&#250;blica. Para a realiza&#231;&#227;o do projeto, elaboramos uma tabela constitu&#237;da pelos dom&#237;nios epist&#234;micos do conhecimento (linguagens e seus valores e habilidades cognitivas) como uma forma de cada professor participante do projeto avaliar os alunos ap&#243;s as atividades propostas. A partir da an&#225;lise da entrevista realizada com esses professores e do preenchimento das tabelas, conclu&#237;mos que o instrumento permitiu o in&#237;cio de um trabalho coletivo, uma vez que professores de diferentes disciplinas tinham um objetivo de avalia&#231;&#227;o comum e dialogaram entre si, esbo&#231;ando ideias e possibilidades sobre um trabalho interdisciplinar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Scientific Education complies with factors related to the complexity of contemporary problems and thus (re)configures the didactic conditions for the teaching of Science. Interdisciplinarity emerges and bears a semantic controversy, particularly with regard to school interdisciplinarity. Current essay reports on the importance of school interdisciplinary and collective work among teachers through data retrieved by an interdisciplinary project in a government-run school. So that the project could be implemented, a table with the epistemic domains of knowledge (languages and their values and cognitive skills) was prepared as a way for teachers to assess their students after the proposed activities. Analysis of the interview with teachers and the filling of the tables revealed that the tool enabled the start of a collective work since the teachers from different disciplines had a common assessment goal, they dialogue with each other and outlined ideas and possibilities on interdisciplinary work.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[La Educaci&#243;n Cient&#237;fica obedece a las contingencias referentes a la complejidad de los problemas actuales y, por lo tanto, (re)configura condiciones did&#225;cticas para la Ense&#241;anza de Ciencias. La interdisciplinariedad surge en este contexto y carga controversias sem&#225;nticas, principalmente en lo que concierne a la interdisciplinariedad escolar. Este trabajo busca relatar la importancia de la interdisciplinariedad escolar y del trabajo colectivo entre profesores mediante los datos obtenidos por un proyecto interdisciplinario realizado en una escuela p&#250;blica. Para la realizaci&#243;n del proyecto, elaboramos una tabla constituida por los dominios epist&#233;micos del conocimiento (lenguajes y sus valores y habilidades cognitivas) como una forma de cada profesor participante del proyecto evaluar a los alumnos despu&#233;s de las actividades propuestas. A partir del an&#225;lisis de la entrevista realizada con estos profesores y del relleno de las tablas, concluimos que el instrumento permiti&#243; el inicio de un trabajo colectivo, una vez que profesores de diferentes asignaturas ten&#237;an un objetivo de evaluaci&#243;n com&#250;n y dialogaron entre s&#237;, bosquejando ideas y posibilidades sobre un trabajo interdisciplinario.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de Ciências]]></kwd>
<kwd lng="pt"><![CDATA[Habilidades do Pensar]]></kwd>
<kwd lng="pt"><![CDATA[Práticas Escolares]]></kwd>
<kwd lng="en"><![CDATA[Teaching of Science]]></kwd>
<kwd lng="en"><![CDATA[Thinking Skills]]></kwd>
<kwd lng="en"><![CDATA[School Practices]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de Ciencias]]></kwd>
<kwd lng="es"><![CDATA[Habilidades del Pensar]]></kwd>
<kwd lng="es"><![CDATA[Prácticas Escolares]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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