<?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>0121-2494</journal-id>
<journal-title><![CDATA[Pedagogía y Saberes]]></journal-title>
<abbrev-journal-title><![CDATA[Pedagogía y Saberes]]></abbrev-journal-title>
<issn>0121-2494</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Educación Universidad Pedagógica Nacional]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0121-24942021000200137</article-id>
<article-id pub-id-type="doi">10.17227/pys.num55-11749</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Os saberes ou conhecimentos dos professores diante de atividades fundamentadas no ensino de ciências por investigação]]></article-title>
<article-title xml:lang="en"><![CDATA[Teachers Knowledge in the Face of Activities Modeled through Inquiry-Based Science Teaching]]></article-title>
<article-title xml:lang="es"><![CDATA[Los saberes o conocimientos de los profesores frente a las actividades fundamentadas en la enseñanza de las ciencias basadas en la investigación]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Camargo de Lima]]></surname>
<given-names><![CDATA[João Paulo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bartazar Araujo]]></surname>
<given-names><![CDATA[Tamires]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Meneghelo Passos]]></surname>
<given-names><![CDATA[Marinez]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Tecnológica Federal do Paraná Departamento Académico de Física ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Tecnológica Federal do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual do Norte do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<numero>55</numero>
<fpage>137</fpage>
<lpage>154</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-24942021000200137&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-24942021000200137&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-24942021000200137&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A pesquisa, cujos resultados apresentamos neste artigo, assumiu o ensino de Ciências por investigação como estratégia de iniciação científica para estudantes e como conteúdo formativo para professores da Educação Básica. A questão que buscamos responder foi: de que maneira uma proposta de formação de professores para o ensino de Ciências por investigação pode promover a iniciação científica dos estudantes? Para tanto, consideramos três objetivos específicos: caracterizar a proposta de ensino de Ciências por investigação; discutir a formação de professores para o ensino de Ciências por investigação como estratégia de iniciação científica; apresentar contribuições de uma proposta para o desenvolvimento de sequências investigativas. Tomamos por pauta os encaminhamentos metodológicos da pesquisa qualitativa e realizamos entrevistas semiestruturadas para a coleta de dados, contando com a participação de dois professores de um município localizado na região norte do estado do Paraná, Brasil. Para a análise dos dados, utilizamos os procedimentos indicados pela Análise de Conteúdo e a descrição dos saberes ou conhecimentos de Shulman como categorias a priori. Dentre os principais resultados e discussões destacam-se os indícios das falas dos professores participantes, os quais mostram que o saber predominante em suas falas se refere ao saber pedagógico, seguido do conhecimento pedagógico do conteúdo e do conhecimento do conteúdo. Evidências de manifestações de mudança de pensamentos ou postura em relação às suas práticas pedagógicas também emergem de seus relatos. Outro resultado observado, diz respeito à aplicação da Proposta junto aos estudantes, o que evidenciou a promoção de momentos de iniciação científica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The research results presented in this article took the investigation-based teaching Science as a scientific initiation strategy for students and as formative content for teachers of Basic Education. The question we sought to answer was: How can a proposal of teacher education for inquiry-based Science teaching promote scientific initiation for students? For that, we considered three specific objectives: to characterize the proposal of inquiry-based Science teaching, consider teachers' education for inquiry-based Science teaching as a strategy for scientific initiation and present contributions of the Proposal for the development of investigative sequences. The methodological guidelines of qualitative research and conduct semi-structured interviews for data collection will be used as our guideline, with the participation of two teachers from a municipal area located in the northern region of Paraná. For data analysis, we used the procedures indicated by Content Analysis and the description of Shulman's knowledge as priority categories. Among the main results and discussions, we highlight the evidence of participating teachers' speeches, which show that the predominant knowledge in their speeches refers to pedagogical knowledge, followed by pedagogical content knowledge and content knowledge. Evidence of manifestations of changing thoughts or posture concerning their pedagogical practices also emerges from their reports. Another observed result concerns the application of the Proposal to students, which evidenced the promotion of scientific initiation moments.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La investigación, cuyos resultados presentamos en este artículo, asumió la enseñanza de las ciencias por medio de la investigación como una estrategia de iniciación científica para los estudiantes y como contenido formativo para los profesores de educación primaria y secundaria. La pregunta que buscábamos responder era: ¿cómo puede una propuesta de formación de profesores para la enseñanza de las ciencias por medio de la investigación promover la iniciación científica de los estudiantes? Para ello, consideramos tres objetivos específicos: caracterizar la propuesta de la enseñanza de las ciencias basada en la investigación; discutir la formación de profesores para la enseñanza de las ciencias por medio de la investigación como estrategia de iniciación científica; presentar contribuciones de una propuesta para el desarrollo de secuencias investigativas. Se adoptaron las directrices metodológicas de la investigación cualitativa y se realizaron entrevistas semiestructuradas para la recopilación de datos con la participación de dos profesores de un municipio situado en la región norte de la provincia de Paraná, Brasil. Para el análisis de los datos se utilizaron los procedimientos indicados por el Análisis de Contenido y la descripción de los saberes o conocimientos de Shulman como categorías a priori. Entre los principales resultados y debates se destacan las pruebas de las declaraciones de los profesores participantes, los cuales muestran que el saber predominante en sus declaraciones se refiere al saber pedagógico, seguido del conocimiento pedagógico del contenido y el conocimiento del contenido. Evidencias de manifestaciones de cambio de pensamiento o actitud hacia sus prácticas pedagógicas también surgen de sus relatos. Otro resultado observado se refiere a la aplicación de la propuesta a los estudiantes, lo que destacó la promoción de los momentos de iniciación científica.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[ensino de Ciências por investigação]]></kwd>
<kwd lng="pt"><![CDATA[saberes ou conhecimentos docentes]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[iniciação científica]]></kwd>
<kwd lng="en"><![CDATA[inquiry-based science teaching]]></kwd>
<kwd lng="en"><![CDATA[teachers knowledge]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="en"><![CDATA[scientific initiation]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de las ciencias en la investigación]]></kwd>
<kwd lng="es"><![CDATA[saberes o conocimientos docentes]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[iniciación científica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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