<?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>0187-893X</journal-id>
<journal-title><![CDATA[Educación química]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. quím]]></abbrev-journal-title>
<issn>0187-893X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Facultad de Química]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0187-893X2021000400023</article-id>
<article-id pub-id-type="doi">10.22201/fq.18708404e.2021.5.78672</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Química e Arte: &#8220;experimentar o experimental&#8221; em uma racionalidade aberta para a aprendizagem da ciência]]></article-title>
<article-title xml:lang="en"><![CDATA[Chemistry and Art: &#8220;experiment the experimental&#8221; in an open rationality for science learning]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chinelli]]></surname>
<given-names><![CDATA[Maura Ventura]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Ana Paula Cardozo de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Teixeira]]></surname>
<given-names><![CDATA[Viviane Maia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Federal Fluminense  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Federal Fluminense  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Federal Fluminense  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>32</volume>
<numero>4</numero>
<fpage>23</fpage>
<lpage>33</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0187-893X2021000400023&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0187-893X2021000400023&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0187-893X2021000400023&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Nesse texto descrevemos uma experiência pedagógica desenvolvida em escola de Ensino Médio com o objetivo de levar os estudantes à aprendizagem de conhecimentos químicos e da natureza da ciência, através de um processo de pesquisa. Fundamentada na epistemologia da Complexidade (Morin, 2002, 2003, 2007, 2009, 2015, 2020), foi realizada uma sequência didática em que os estudantes produziram reações de precipitação sobre pano branco, para que os fenômenos envolvidos nas &#8220;obras de arte&#8221; que daí resultaram fossem interpretados e registrados com o uso da teoria química e de linguagem científica, o que foi finalizado com a validação entre pares. Como resultado temos que a proposta possibilitou a elaboração de saberes escolares a partir de um processo investigativo que buscou apresentar a ciência como uma atividade humana criativa e interessada, cujo princípio é a busca por critérios de confiabilidade. Avaliamos que a proposta, ao fazer uso de experimentação e arte para estimular a investigação, se mostrou bem-sucedida no que diz respeito à construção de conhecimentos da ciência e da prática científica, e que o processo de validação dos conhecimentos formados, envolvendo debates e partilhas, é uma estratégia didática potente para a aprendizagem da natureza complexa da ciência.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this article we will describe a pedagogical experience developed in a high school with the goal of getting students to learn about chemical reactions and the nature of science through a research process. Based on the theory of Complexity (Morin, 2002, 2003, 2007, 2009, 2015, 2020), a didactic sequence was carried out in which students produced precipitation reactions on a white cloth, so that the phenomena involved in &#8220;works of art&#8221; resulting from it were interpreted and registered using chemical theory and scientific language, concluded with validation between peers. As a result, the proposal made it possible to elaborate curriculum knowledge based on an investigative process that introduced science as human activity at the same time creative and interested of which the principle is the search for reliability criteria. By utilizing experimentation and art to stimulate investigation, we understand that the proposal was successful regarding the construction of knowledge of science and scientific practice, and that the validation process of such acquired knowledge, involving debating and sharing, is a powerful didactic tool to learn science&#8217;s complex nature.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de Química]]></kwd>
<kwd lng="pt"><![CDATA[Experimentação]]></kwd>
<kwd lng="pt"><![CDATA[Química e Arte]]></kwd>
<kwd lng="pt"><![CDATA[Complexidade]]></kwd>
<kwd lng="en"><![CDATA[Chemistry teaching]]></kwd>
<kwd lng="en"><![CDATA[Experimentation]]></kwd>
<kwd lng="en"><![CDATA[Chemistry and Art]]></kwd>
<kwd lng="en"><![CDATA[Complexity]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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