<?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>1405-6666</journal-id>
<journal-title><![CDATA[Revista mexicana de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[RMIE]]></abbrev-journal-title>
<issn>1405-6666</issn>
<publisher>
<publisher-name><![CDATA[Consejo Mexicano de Investigación Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1405-66662006000300797</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Del conocimiento extraescolar al conocimiento científico escolar: Un estudio etnográfico en aulas de la escuela primaria]]></article-title>
<article-title xml:lang="en"><![CDATA[From extracurricular knowledge to curricular knowledge of science: An Ethnographic Study in Elementary School Classrooms]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Candela]]></surname>
<given-names><![CDATA[Antonia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,CINVESTAV Departamento de Investigaciones Educativas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2006</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2006</year>
</pub-date>
<volume>11</volume>
<numero>30</numero>
<fpage>797</fpage>
<lpage>820</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-66662006000300797&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-66662006000300797&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-66662006000300797&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo es un estudio etnográfico de la interacción discursiva entre docentes y alumnos en clases normales de ciencias en aulas de la escuela primaria pública. Se centra en el análisis de la forma en que se retoma en la dinámica del aula, por ambos actores, el conocimiento extraescolar de los alumnos y en particular el que se relaciona con su experiencia &#8220;empírica&#8221;. Se asume que la &#8220;evidencia empírica&#8221; es lo que los participantes tratan como resultado de su percepción y no como un dato objetivo. A través de un análisis de la secuencia turno a turno de la interacción, se encuentra que este conocimiento cotidiano se retoma para ir pasando por un proceso discursivo y de negociación en el que éste se resignifica para construir el conocimiento científico escolar, lo que se legitima en el aula como hechos científicos. Se sostiene la importancia de este tipo de estudios para retomar lo mejor de las tradiciones docentes y orientar las propuestas desde bases más acordes con el contexto escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article is an ethnographic study of discursive interaction among teachers and students in normal science classes in the classrooms of a public elementary school. The study focuses on analyzing the actors&#8217; use of classroom dynamics and the students&#8217; extracurricular knowledge, particularly knowledge related to their &#8220;empirical&#8221; experience. The assumption is made that &#8220;empirical evidence&#8221; is what the participants deal with as a result of their perception and not as objective data. By analyzing the sequence of interaction, it is found that everyday knowledge acquires new meaning in a discursive and negotiating process that constructs curricular knowledge of science, which is legitimated in the classroom as scientific facts. The importance of this type of studies lies in their using the best aspects of teaching traditions, and guiding proposals more in agreement with the school context.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[etnografía]]></kwd>
<kwd lng="es"><![CDATA[salón de clases]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de ciencias]]></kwd>
<kwd lng="es"><![CDATA[conocimiento cotidiano extraescolar]]></kwd>
<kwd lng="es"><![CDATA[conocimiento científico escolar]]></kwd>
<kwd lng="es"><![CDATA[México]]></kwd>
<kwd lng="en"><![CDATA[ethnography]]></kwd>
<kwd lng="en"><![CDATA[classroom]]></kwd>
<kwd lng="en"><![CDATA[science teaching]]></kwd>
<kwd lng="en"><![CDATA[extracurricular knowledge]]></kwd>
<kwd lng="en"><![CDATA[curricular knowledge of science]]></kwd>
<kwd lng="en"><![CDATA[Mexico]]></kwd>
</kwd-group>
</article-meta>
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