<?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>2526-7647</journal-id>
<journal-title><![CDATA[Obutchénie. Revista de Didática e Psicologia Pedagógica]]></journal-title>
<abbrev-journal-title><![CDATA[Obutchénie: R. de Didat. e Psic. Pedag.]]></abbrev-journal-title>
<issn>2526-7647</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-76472024000100207</article-id>
<article-id pub-id-type="doi">10.14393/obv8.e2024-22</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Implicações da análise do conteúdo de ensino em seu aspecto lógico-histórico para a definição de ações didáticas]]></article-title>
<article-title xml:lang="es"><![CDATA[Implicaciones del análisis del contenido de enseñanza en su aspecto lógico-histórico para la definición de acciones didácticas]]></article-title>
<article-title xml:lang="en"><![CDATA[Implications of the analysis of teaching content in its logical-historical aspect for the definition of didactic actions]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sforni]]></surname>
<given-names><![CDATA[Marta Sueli de Faria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Belieri]]></surname>
<given-names><![CDATA[Cleder Mariano]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Beleti Júnior]]></surname>
<given-names><![CDATA[Carlos Roberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Maringá  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Centro Universitário UNIFATECIE  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Campus Jandaia do Sul ]]></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>8</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-76472024000100207&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-76472024000100207&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-76472024000100207&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este ensaio visa apresentar como a análise do movimento lógico-histórico do conteúdo a ser ensinado instrumentaliza teoricamente o professor na definição das ações de ensino que visam o desenvolvimento do pensamento teórico dos estudantes. O manuscrito fundamenta-se na Lógica Dialética, na Teoria Histórico-Cultural e na Teoria do Ensino Desenvolvimental. Para a compreensão das implicações dessa análise na definição das ações de ensino, é apresentado, como exemplo, um exercício de análise do conteúdo mudanças de estado físico da água, do componente curricular Ciências da Natureza. A análise do movimento lógico-histórico permite identificar o que é nuclear para a compreensão do sistema conceitual objeto de ensino, bem como reconhecer os diversos objetos e fenômenos que podem ganhar inteligibilidade por meio da sua apropriação. Essa análise altera o modo de se conceber o conteúdo e a forma de ensino.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo discute cómo el análisis del movimiento lógico-histórico del contenido a ser enseñado instrumentaliza al profesor en la definición de las acciones de enseñanza que tienen como objetivo el desarrollo del pensamiento teórico de los estudiantes. El manuscrito se fundamenta en la Lógica Dialéctica, la Teoría Histórico-Cultural y la Teoría del Enseñanza Desarrolladora. Para comprender las implicaciones de este análisis en la definición de las acciones de enseñanza, se presenta, como ejemplo, un ejercicio de análisis del contenido de cambios de estado físico del agua, del componente curricular de Ciencias Naturales. El análisis del movimiento lógico-histórico permite identificar lo que es nuclear para la comprensión del sistema conceptual objeto de enseñanza, así como reconocer los diversos objetos y fenómenos que pueden adquirir inteligibilidad mediante su apropiación. Este análisis altera la forma en que se concibe el contenido y la forma de enseñanza.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This essay aims to demonstrate how the analysis of the logical-historical movement of the content to be taught theoretically equips teachers in defining teaching actions aimed at developing students' theoretical thinking. The manuscript is based on Dialectical Logic, Cultural-Historical Theory, and Developmental Teaching Theory. To understand the implications of this analysis in defining teaching actions, an analysis exercise of the content on the physical state changes of water from the Natural Sciences curriculum component is presented as an example. The analysis of the logical-historical movement allows identifying what is central to understanding the conceptual system being taught, as well as recognizing the various objects and phenomena that can gain intelligibility through its appropriation. This analysis changes the way content and teaching methods are conceived.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem Conceitual]]></kwd>
<kwd lng="pt"><![CDATA[Didática]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje Conceptual]]></kwd>
<kwd lng="es"><![CDATA[Didáctica]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Conceptual Learning Didactics]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BACARO]]></surname>
<given-names><![CDATA[B. L.]]></given-names>
</name>
<name>
<surname><![CDATA[SFORNI]]></surname>
<given-names><![CDATA[M. S. de F]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Aprendizagem conceitual e desenvolvimento do pensamento: análise do potencial formativo do ensino proposto em um livro didático]]></article-title>
<source><![CDATA[Revista Vidya]]></source>
<year>2021</year>
<volume>41</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>149-67</page-range><publisher-loc><![CDATA[Santa Maria ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BAKRI]]></surname>
<given-names><![CDATA[M. S]]></given-names>
</name>
</person-group>
<source><![CDATA[Projeto Buriti: ciências: ensino fundamental: anos iniciais]]></source>
<year>2014</year>
<edition>3. ed.</edition>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[organizadora Editora Moderna]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<collab>BRASIL</collab>
<article-title xml:lang=""><![CDATA[Base Nacional Comum Curricular]]></article-title>
<source><![CDATA[Ministério da Educação]]></source>
<year>2017</year>
<publisher-loc><![CDATA[Brasília, DF ]]></publisher-loc>
<publisher-name><![CDATA[MEC]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DAVÍDOV]]></surname>
<given-names><![CDATA[V. V]]></given-names>
</name>
</person-group>
<source><![CDATA[La enseñanza escolar y el desarrollo psíquico: investigación psicológica teórica y experimental]]></source>
<year>1988</year>
<publisher-loc><![CDATA[Moscu ]]></publisher-loc>
<publisher-name><![CDATA[Editorial Progreso]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DAVYDOV]]></surname>
<given-names><![CDATA[V. V]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Análise dos princípios didáticos da escola tradicional e dos possíveis princípios do ensino em um futuro próximo]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[LONGAREZI]]></surname>
<given-names><![CDATA[A. M.]]></given-names>
</name>
<name>
<surname><![CDATA[PUENTES]]></surname>
<given-names><![CDATA[R. V]]></given-names>
</name>
</person-group>
<source><![CDATA[Antologia: Livro 1]]></source>
<year>2017</year>
<page-range>211-23</page-range><publisher-loc><![CDATA[Uberlândia, MG ]]></publisher-loc>
<publisher-name><![CDATA[EDUFU]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KOPNIN]]></surname>
<given-names><![CDATA[P.V]]></given-names>
</name>
</person-group>
<source><![CDATA[A dialética como lógica e teoria do conhecimento]]></source>
<year>1978</year>
<publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
<publisher-name><![CDATA[Civilização Brasileira]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LEONTIEV]]></surname>
<given-names><![CDATA[A. N]]></given-names>
</name>
</person-group>
<source><![CDATA[O desenvolvimento do psiquismo]]></source>
<year>2004</year>
<edition>2ª ed.</edition>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Centauro]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LURIA]]></surname>
<given-names><![CDATA[A. R]]></given-names>
</name>
</person-group>
<source><![CDATA[Curso de psicologia geral]]></source>
<year>1991</year>
<volume>4</volume>
<edition>2. Ed.</edition>
<publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
<publisher-name><![CDATA[Civilização Brasileira]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MOURA]]></surname>
<given-names><![CDATA[M. O]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Prefácio]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Sousa]]></surname>
<given-names><![CDATA[M. C]]></given-names>
</name>
<name>
<surname><![CDATA[PANOSSIAN]]></surname>
<given-names><![CDATA[M. L.]]></given-names>
</name>
<name>
<surname><![CDATA[CEDRO]]></surname>
<given-names><![CDATA[W. L]]></given-names>
</name>
</person-group>
<source><![CDATA[Conceitos algébricos: do movimento lógico-histórico à organização do ensino]]></source>
<year>2014</year>
<page-range>7-11</page-range><publisher-loc><![CDATA[Campinas, SP ]]></publisher-loc>
<publisher-name><![CDATA[Mercado de Letras]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SFORNI]]></surname>
<given-names><![CDATA[M. S. de F]]></given-names>
</name>
</person-group>
<source><![CDATA[Aprendizagem conceitual e organização do ensino: contribuições da teoria da atividade]]></source>
<year>2004</year>
<publisher-loc><![CDATA[Araraquara ]]></publisher-loc>
<publisher-name><![CDATA[Junqueira &amp; Marin]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SFORNI]]></surname>
<given-names><![CDATA[M. S. de F.]]></given-names>
</name>
<name>
<surname><![CDATA[BACARO]]></surname>
<given-names><![CDATA[B. L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Aprendizagem de Conceitos Científicos e Desenvolvimento do Pensamento: um Olhar para o Livro Didático]]></article-title>
<source><![CDATA[Revista de Ensino, Educação e Ciências Humanas]]></source>
<year>2022</year>
<volume>23</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>397-406</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[VIGOTSKI]]></surname>
<given-names><![CDATA[L. S]]></given-names>
</name>
</person-group>
<source><![CDATA[A construção do pensamento e da linguagem]]></source>
<year>2001</year>
<publisher-loc><![CDATA[SP ]]></publisher-loc>
<publisher-name><![CDATA[Martins Fontes]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[VYGOTSKI]]></surname>
<given-names><![CDATA[L. S]]></given-names>
</name>
</person-group>
<source><![CDATA[Obras Escogidas]]></source>
<year>2012</year>
<publisher-loc><![CDATA[Madrid ]]></publisher-loc>
<publisher-name><![CDATA[Machado Grupo de Distribuicion]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
