<?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>2237-9460</journal-id>
<journal-title><![CDATA[Revista Exitus]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Exitus]]></abbrev-journal-title>
<issn>2237-9460</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Oeste do Pará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2237-94602017000200237</article-id>
<article-id pub-id-type="doi">10.24065/2237-9460.2017v7n2id312</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Concepções de professoras de Ciências sobre o ensino de Ciências]]></article-title>
<article-title xml:lang="en"><![CDATA[Conceptions of Science teachers on the teaching of Sciences]]></article-title>
<article-title xml:lang="es"><![CDATA[Concepciones de profesoras de Ciencias sobre en la enseñanza de las Ciencias]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dávila]]></surname>
<given-names><![CDATA[Eliziane da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Folmer]]></surname>
<given-names><![CDATA[Vanderlei]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Puntel]]></surname>
<given-names><![CDATA[Robson Luiz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Instituto Federal Farroupilha Universidade Federal de Santa Maria ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal do Pampa Universidade Federal de Santa Maria ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Federal do Pampa Universidade Federal de Santa Maria ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2017</year>
</pub-date>
<volume>7</volume>
<numero>2</numero>
<fpage>237</fpage>
<lpage>261</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2237-94602017000200237&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2237-94602017000200237&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2237-94602017000200237&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O trabalho docente está atrelado a vários fatores, entre eles, às concepções que os professores possuem e que acabam por refletir na sala de aula. Em função disso, se torna relevante investigar este conhecimento para entender e guiar as práticas pedagógicas. Neste sentido, este trabalho teve como finalidade analisar as concepções de professores de Ciências da rede municipal de educação da cidade de Uruguaiana &#8211; RS sobre os objetivos do ensino de ciências e como deve ser sua abordagem em sala de aula. Para este estudo foi aplicado um questionário para as professoras de Ciências desta rede de ensino. Os dados foram analisados a partir da Análise Textual Discursiva (ATD), onde verificamos que os relatos das professoras estavam em consonância com os documentos oficiais de educação do Brasil e com a compreensão de ensino de ciências da contemporaneidade abordado nas pesquisas da área de Educação em Ciências. A partir dos resultados deste estudo podemos refletir em que direção seguir para auxiliar na melhoria dos processos educacionais dentro do ensino de ciências.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The teaching work is linked to many factors, between them, the conceptions that the teachers have and end up reflecting in class. Based on this, it becomes relevant to investigate this knowledge to understand and guide pedagogical practices. In this respect, this work had as a purpose to analyze the conceptions of Science teachers from the municipal network of education from the city of Uruguaiana &#8211; RS about the objectives of the Science teaching and how its approach in the classroom should be. For this study a questionnaire was applied for the Science teachers of this teaching network. The data were analyzed from the Discursive Textual Analysis (DTA), where we verify that the reports of the teachers were in accord with the Brazilian official education documents and with the comprehension of the contemporaneity Science teaching approached on researches in the field of Science Teaching. From the results of this study we can reflect about which direction to follow to assist the improvement of the educational processes in the science teaching.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El trabajo docente está relacionado a varios factores, entre ellos, a las concepciones que los profesores poseen y que acaban por reflejar en el salón de clase. En función de eso, se torna relevante investigar este conocimiento para entender y guiar las prácticas pedagógicas. En este sentido, el trabajo tiena como finalidad analizar las concepciones de las profesoras de Ciencias de la red municipal de educación de la ciudad de Uruguayana &#8211; RS sobre los objetivos de la enseñanza de ciencias y como debe ser su abordaje en el salón de clase. Para este estudio fue aplicado un cuestionario para las profesoras de Ciencias de esta red de enseñanza. Los datos fueron analizados a partir del Análisis Textual Discursivo (ATD), donde verificamos que los relatos de las profesoras estaban en consonancia con los documentos oficiales de educación de Brasil y con la comprensión de enseñanza de ciencias de la contemporaneidad abordada en las investigaciones del área de Educación en Ciencias. A partir de los resultados de este estudio podemos reflexionar en cual dirección seguir para auxiliar en la mejoría de los procesos educacionales dentro de la enseñanza de ciencias.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de Ciências]]></kwd>
<kwd lng="pt"><![CDATA[Concepções]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Fundamental]]></kwd>
<kwd lng="en"><![CDATA[Science Teaching]]></kwd>
<kwd lng="en"><![CDATA[Conceptions]]></kwd>
<kwd lng="en"><![CDATA[Elementary School]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de Ciencias]]></kwd>
<kwd lng="es"><![CDATA[Concepciones]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza Fundamental]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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