<?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>2179-426X</journal-id>
<journal-title><![CDATA[Revista de Ensino de Ciências e Matemática]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Ensino Ciênc. Mat.]]></abbrev-journal-title>
<issn>2179-426X</issn>
<publisher>
<publisher-name><![CDATA[Universidade Cruzeiro do Sul (UCS)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2179-426X2023000200117</article-id>
<article-id pub-id-type="doi">10.26843/rencima.v14n2a18</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Trajetória, distância percorrida e deslocamento: formação de conceitos a partir do uso de brinquedos de dar corda]]></article-title>
<article-title xml:lang="en"><![CDATA[Trajectory, distance traveled and displacement: formation of concepts with the use of wind-up toys]]></article-title>
<article-title xml:lang="es"><![CDATA[Trayectoria, distancia recorrida y desplazamiento: formación de conceptos a partir del uso de juguetes de cuerda]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cunha]]></surname>
<given-names><![CDATA[Alexander Montero]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Siebeneichler]]></surname>
<given-names><![CDATA[Alisson Francisco Schneider]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pastorio]]></surname>
<given-names><![CDATA[Dioni Paulo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Roso]]></surname>
<given-names><![CDATA[Caetano Castro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Secretaria de Estado de Educação do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A04">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<volume>14</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2179-426X2023000200117&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2179-426X2023000200117&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2179-426X2023000200117&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo analisamos as contribuições e os limites de uma atividade experimental para a compreensão dos conceitos de trajetória, distância percorrida e deslocamento. A atividade experimental foi desenvolvida no âmbito do Programa Residência Pedagógica por um estudante de licenciatura em Física em uma escola estadual localizada na cidade de Porto Alegre. Como fundamentação, dialogamos com as perspectivas teóricas de Perfil Epistemológico, Perfil Conceitual e a Abordagem Semiológica a fim de destacar variadas dimensões presentes no ensino dos referidos conceitos. A inserção de uma atividade prática pode ser uma estratégia de mobilização dos estudantes e de concretude para a aprendizagem de determinados conceitos científicos. Observamos, entretanto, que é preciso considerar as variadas dimensões conceituais envolvidas a fim de contribuir com uma compreensão mais ampla dos conceitos científicos, mesmo no ensino de trajetória, distância percorrida e deslocamento, que podem ser considerados conceitos simples ou básicos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this paper we analyze the contributions and limits of an experimental activity for understanding the concepts of trajectory, distance traveled and displacement. The experimental activity was developed within the scope of the Residência Pedagógica Program by a pre-service teacher of Physics at a state school located in the city of Porto Alegre. As a basis, we dialogue with the theoretical perspectives of Epistemological Profile, Conceptual Profile and Semiological Approach in order to highlight various dimensions present in the teaching of these concepts. The insertion of a practical activity can be a strategy to mobilize students and make them concrete for the learning of certain scientific concepts. We observe, however, that it is necessary to consider the various conceptual dimensions involved in order to contribute to a broader understanding of the scientific concepts, even in the teaching of trajectory, distance traveled and displacement, which can be considered simple or basic concepts.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este artículo analizamos los aportes y límites de una actividad experimental para la comprensión de los conceptos de trayectoria, distancia recorrida y desplazamiento. La actividad experimental fue desarrollada en el ámbito del Programa de Residencia Pedagógica por un estudiante de licenciatura en Física de una escuela estatal ubicada en la ciudad de Porto Alegre. Como base, dialogamos con las perspectivas teóricas del Perfil Epistemológico, Perfil Conceptual y Enfoque Semiológico con el fin de resaltar diversas dimensiones presentes en la enseñanza de estos conceptos. La inserción de una actividad práctica puede ser una estrategia para movilizar a los estudiantes y concretarlos para el aprendizaje de ciertos conceptos científicos. Notamos, sin embargo, que es necesario considerar las diversas dimensiones conceptuales involucradas para contribuir a una comprensión más amplia de los conceptos científicos, incluso en la enseñanza de la trayectoria, la distancia recorrida y el desplazamiento, que pueden considerarse conceptos simples o básicos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Conceito Científico]]></kwd>
<kwd lng="pt"><![CDATA[Atividade Experimental]]></kwd>
<kwd lng="pt"><![CDATA[Distância Percorrida]]></kwd>
<kwd lng="pt"><![CDATA[Deslocamento]]></kwd>
<kwd lng="en"><![CDATA[Scientific Concept]]></kwd>
<kwd lng="en"><![CDATA[Experimental Activity]]></kwd>
<kwd lng="en"><![CDATA[Distance Traveled]]></kwd>
<kwd lng="en"><![CDATA[Displacement]]></kwd>
<kwd lng="es"><![CDATA[Concepto Científico]]></kwd>
<kwd lng="es"><![CDATA[Actividad Experimental]]></kwd>
<kwd lng="es"><![CDATA[Distancia Recorrida]]></kwd>
<kwd lng="es"><![CDATA[Desplazamiento]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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