In this paper, we analyze the process of conceptualization experienced by students in Secondary School when involved in activities in a teaching and learning sequence on the concept of substance, considering the emergence of zones of the conceptual profile. The results point out that the approaches to different modes of thinking of substance enabled the teacher to discuss and confront ideas, leading students to construct or share meanings stabilized in a scientific view. The conceptual profile was an important tool to design activities by creating discursive contexts involving different modes of thinking about substance, which contributed to raising specific discussions involving historical, scientific and social contexts to understand senses and meanings for substances.

中文翻译：

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从概念轮廓区域的出现中分析实质课程中学生的概念化过程

在本文中，我们考虑到概念轮廓区域的出现，分析了中学学生在参与有关实质概念的教学序列中的活动时所经历的概念化过程。结果表明，采用不同的实质思维方式的方法使教师能够讨论和面对观念，引导学生建构或共享以科学观点稳定的意义。概念简介是通过创建涉及不同物质思考方式的话语上下文来设计活动的重要工具，这有助于引发涉及历史，科学和社会上下文的具体讨论，以理解物质的意义和含义。