<?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>0124-2253</journal-id>
<journal-title><![CDATA[Revista científica]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Cient.]]></abbrev-journal-title>
<issn>0124-2253</issn>
<publisher>
<publisher-name><![CDATA[Universidad Distrital Francisco José de Caldas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0124-22532020000100018</article-id>
<article-id pub-id-type="doi">10.14483/23448350.14839</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Oralidad, lectura y escritura competencias mediadoras del aprendizaje del currículo de Química: el caso del equilibrio químico]]></article-title>
<article-title xml:lang="en"><![CDATA[Orality, reading and writing mediator competences of the learning of the chemistry curriculum: the case of the chemical equilibrium]]></article-title>
<article-title xml:lang="pt"><![CDATA[Oralidade, leitura e escrita. Competências mediadoras da aprendizagem do currículo de química: o caso do equilíbrio químico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernando Candela]]></surname>
<given-names><![CDATA[Boris]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del Valle  ]]></institution>
<addr-line><![CDATA[Cali Valle del Cauca]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<numero>37</numero>
<fpage>18</fpage>
<lpage>29</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0124-22532020000100018&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0124-22532020000100018&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0124-22532020000100018&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Los investigadores de la educación en Química han considerado que una de las metas clave del currículo de esta disciplina es la alfabetización científica en el sentido fundamental (hablar, leer y escribir) y derivado (comprender los productos y proceso de la química). Si bien este propósito ha sido un elemento clave de las actuales reformas curriculares de esta disciplina, en la práctica docente ha resultado difícil de lograr; dado que los profesores se han centrado en asistir a los estudiantes en la comprensión de los modelos teóricos, descuidando el desarrollo de las competencias lingüísticas de la oralidad, la lectura y la escritura como elementos constitutivos de la Química. En esta investigación se aplicó una metodología cualitativa por estudio de casos, la cual requirió para la recolección de los datos de fuentes documentales como: vídeos, notas de campo, relatos narrativos y trabajos de los estudiantes. Los resultados permiten ver que para lograr la anhelada alfabetización en el aula de Química, se requiere que el profesor asista de manera consciente a sus estudiantes en el desarrollo integrado de las competencias lingüísticas de hablar, leer y escribir de y sobre la Química dentro de un contexto sociocultural.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The researchers of the education in chemistry have considered that one of the key goals of the curriculum of this discipline, is the scientific literacy in the fundamental sense (to speak, to read and to write) and derivative (to understand the products and process of chemistry). Although, this purpose has been a key element of the current curricular reforms of this discipline, in the teaching practice it has been difficult to achieve; given that teachers have focused on assisting students in the understanding of theoretical models, neglecting the development of linguistic competences of orality, reading and writing as constitutive elements of chemistry. A qualitative methodology was used for case studies, which required the collection of data from documentary sources such as: videos, field notes, narrative stories and student work. The results allowed us to see that to achieve the desired literacy in the chemistry classroom, the teacher is required to consciously assist his students in the integrated development of the speaking, reading and writing language skills of and about chemistry, within a sociocultural context.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Os investigadores da educação em Química consideraram que um dos objetivos do currículo desta disciplina é a alfabetização científica no sentido fundamental (hablar, ler e escrever) e derivar (incluir os produtos e o processo da química). Se este propósito tiver sido um elemento básico das reformas curriculares desta disciplina, na prática docente terá resultado difícil de lograr; dado que os professores estão centrados em ajudar os alunos na compreensão dos modelos teóricos, descobrindo o desenvolvimento das competências linguísticas da oralidade, a aula e a escrita como elementos constitutivos da química. Nesta investigação, é aplicada uma metodologia qualificada pelo estúdio de casos, o requerido para a recuperação de dados de documentos documentais como: vídeos, notas de campo, relatos narrativos e trabalhos dos estudantes. Os resultados permitidos para lograr a alfabetização anhelada na aula de Química, se necessário, para o professor assistente de gestão consciente de seus alunos e para o projeto integrado de competências lingüísticas de hablar, ler e escrever sobre a química dentro de um contexto sociocultural.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[escritura]]></kwd>
<kwd lng="es"><![CDATA[equilibrio químico]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[lectura]]></kwd>
<kwd lng="es"><![CDATA[oralidad.]]></kwd>
<kwd lng="en"><![CDATA[chemical balance]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[orality]]></kwd>
<kwd lng="en"><![CDATA[reading]]></kwd>
<kwd lng="en"><![CDATA[writing.]]></kwd>
<kwd lng="pt"><![CDATA[oralidade]]></kwd>
<kwd lng="pt"><![CDATA[lectura]]></kwd>
<kwd lng="pt"><![CDATA[escritura]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[equilíbrio químico]]></kwd>
<kwd lng="pt"><![CDATA[educação.]]></kwd>
</kwd-group>
</article-meta>
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