<?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>2216-0159</journal-id>
<journal-title><![CDATA[Praxis & Saber]]></journal-title>
<abbrev-journal-title><![CDATA[Prax. Saber]]></abbrev-journal-title>
<issn>2216-0159</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica y Tecnológica de Colombia (UPTC)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2216-01592022000300022</article-id>
<article-id pub-id-type="doi">10.19053/22160159.v13.n34.2022.13401</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Competencias científicas en los currículos de Ciencias Naturales: estudio comparativo entre Brasil, Chile y Colombia]]></article-title>
<article-title xml:lang="en"><![CDATA[Scientific competencies in Natural Science curricula: a comparative study among Brazil, Chile, and Colombia]]></article-title>
<article-title xml:lang="pt"><![CDATA[Competências científicas em currículos de Ciências Naturais: um estudo comparativo entre Brasil, Chile e Colômbia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zompero Correo]]></surname>
<given-names><![CDATA[Andreia de Freitas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Parga Lozano]]></surname>
<given-names><![CDATA[Diana Lineth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Werner da Rosa]]></surname>
<given-names><![CDATA[Cleci Teresinha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vildósola Tibaud]]></surname>
<given-names><![CDATA[Ximena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Pedagógica Nacional  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Passo Fundo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Metropolitana de Ciencias de la Educación  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<volume>13</volume>
<numero>34</numero>
<fpage>22</fpage>
<lpage>38</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2216-01592022000300022&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2216-01592022000300022&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2216-01592022000300022&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El desarrollo científico y tecnológico produce transformaciones en la sociedad e impacta en las propuestas educativas de los países, principalmente en los aspectos que involucran a la educación científica. Así, es necesario que los currículos de los países en las áreas de Ciencias Naturales estén alineados con las demandas y desafíos de la sociedad actual para proporcionar una sólida formación a sus estudiantes. El estudio buscó identificar y establecer comparaciones acerca de las competencias científicas definidas en los documentos oficiales para la enseñanza de las ciencias en Brasil, Chile y Colombia. Fue un estudio documental en el que se analizaron documentos normativos curriculares de los tres países. A partir de los análisis, las competencias fueron organizadas en siete categorías: (1) procedimentales, (2) epistemológicas, (3) tecnológicas digitales, (4) implicaciones en cuanto a ciencia, tecnología, sociedad y ambiente, (5) promoción de la salud, (6) ciudadanas y (7) cognitivo-conceptuales. Los datos indican que los países priorizan competencias procedimentales y cognitivo-conceptuales sobre las demás. Se sugiere considerar este hecho en las implicaciones para la formación científica de los estudiantes de los países participantes del estudio.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Scientific and technological development produces transformations in society and impacts on the educational proposals of countries, mainly in the aspects that involve science education. Thus, it is necessary that curricula of countries on natural science are aligned with the demands and challenges of present-day society in order to provide a solid education to their students. The study aimed at identifying and establishing comparisons on the scientific competencies defined in the official documents for science education in Brazil, Chile, and Colombia. The study was of a documentary nature and involved the analysis of regulatory curricular documents in the three countries. Based on the analyses, the competencies were organized into seven categories: (1) procedural, (2) epistemological, (3) digital technological, (4) science, technology, society, and environment implications, (5) health promotion, (6) civic, and (7) cognitive-conceptual. Data indicate that the countries prioritize procedural and cognitive-conceptual competencies over the others. It is suggested considering this aspect regarding the implications for the scientific education of the students of the countries participating in the study.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O desenvolvimento científico e tecnológico produz transformações na sociedade e impacta nas propostas educacionais dos países, principalmente nos aspectos que envolvem a educação científica. Assim, é necessário que os currículos dos países sobre ciências naturais se alinhem com as demandas e desafios da sociedade atual, a fim de proporcionar uma educação sólida a seus alunos. O estudo visou a identificar e estabelecer comparações sobre as competências científicas definidas nos documentos oficiais para a educação científica no Brasil, Chile e Colômbia. O estudo foi documental e envolveu a análise de documentos curriculares normativos nos três países. Com base nas análises, as competências foram organizadas em sete categorias: (1) procedimentais, (2) epistemológicas, (3) tecnológicas digitais, (4) implicações científicas, tecnológicas, sociais e ambientais, (5) promoção da saúde, (6) cívicas e (7) cognitivo-conceptuais. Os dados indicam que os países priorizam as competências procedimentais e cognitivo-conceptuais em comparação com as demais. Sugere-se considerar este aspecto quanto às implicações para a educação científica dos estudantes dos países participantes do estudo.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación científica]]></kwd>
<kwd lng="es"><![CDATA[propuestas curriculares]]></kwd>
<kwd lng="es"><![CDATA[competencias científicas]]></kwd>
<kwd lng="es"><![CDATA[currículo]]></kwd>
<kwd lng="es"><![CDATA[estudio comparativo]]></kwd>
<kwd lng="en"><![CDATA[science education]]></kwd>
<kwd lng="en"><![CDATA[curricular proposals]]></kwd>
<kwd lng="en"><![CDATA[scientific competencies]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[comparative study]]></kwd>
<kwd lng="pt"><![CDATA[educação científica]]></kwd>
<kwd lng="pt"><![CDATA[propostas curriculares]]></kwd>
<kwd lng="pt"><![CDATA[competências científicas]]></kwd>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[estudo comparativo]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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