<?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>1870-5308</journal-id>
<journal-title><![CDATA[CPU-e. Revista de Investigación Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[CPU-e. Rev. Investig. Educ]]></abbrev-journal-title>
<issn>1870-5308</issn>
<publisher>
<publisher-name><![CDATA[Universidad Veracruzana, Instituto de Investigaciones en Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1870-53082019000100058</article-id>
<article-id pub-id-type="doi">10.25009/cpue.v0i28.2599</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Representaciones sociales de las prácticas científicas en los textos escolares de ciencias naturales utilizados en escuelas chilenas sostenidas con fondos públicos]]></article-title>
<article-title xml:lang="en"><![CDATA[Social representations of scientific practices in primary textbooks of sciences used in chilean schools supported by public funds]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Venegas Espinoza]]></surname>
<given-names><![CDATA[Jennifer Andrea]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Barcelona  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<numero>28</numero>
<fpage>58</fpage>
<lpage>77</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1870-53082019000100058&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1870-53082019000100058&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1870-53082019000100058&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La investigación pretendió explorar las representaciones sociales que se realizan del quehacer científico en los textos del estudiante para la asignatura de ciencias naturales, utilizados en enseñanza básica en escuelas sostenidas con fondos públicos de Chile, por medio de los conceptos de Ciencia en acción y Ciencia elaborada desarrollados por B. Latour. Los textos analizados corresponden a los entregados y distribuidos de manera gratuita por el Ministerio de Educación a estudiantes de primaria. Se ha podido evidenciar que las prácticas presentadas varían por curso y por unidad; éstas tienden a reproducir representaciones asociadas a una ciencia elaborada, ya que se presentan prácticas propias de una ciencia absoluta, con saberes imposibles de ser modificados y muchas veces carecen de contexto y de historia. Los estudiantes deben corroborar saberes previamente establecidos, por lo tanto, se transmite que la ciencia es meramente comprobatoria y no explicativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The aim of the present investigation was to explore the social representations that are made of the scientific practices in the students&#8217; texts for the curricular subject of natural sciences used in schools supported by public funds of Chile, through the concepts of Science in action and Elaborated science developed by B. Latour. The texts analyzed correspond to those delivered and distributed free of charge by the Ministry of Education to primary students. It has been possible to demonstrate that the practices presented, vary as much by grade as by unit, these tend to reproduce representations associated to an elaborated science, since they present own practices of an absolute science, with knowledge impossible to be modified, this often lacks context and history. The students must corroborate previously established knowledge, therefore it is transmitted that the science is merely demostrative and not explanatory.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Libros de texto gratuitos]]></kwd>
<kwd lng="es"><![CDATA[educación primaria]]></kwd>
<kwd lng="es"><![CDATA[representación social]]></kwd>
<kwd lng="es"><![CDATA[educación científica]]></kwd>
<kwd lng="es"><![CDATA[Chile]]></kwd>
<kwd lng="en"><![CDATA[Free textbooks]]></kwd>
<kwd lng="en"><![CDATA[primary education]]></kwd>
<kwd lng="en"><![CDATA[social representation]]></kwd>
<kwd lng="en"><![CDATA[science education]]></kwd>
<kwd lng="en"><![CDATA[Chile]]></kwd>
</kwd-group>
</article-meta>
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