<?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>1516-7313</journal-id>
<journal-title><![CDATA[Ciência & Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ciência educ.]]></abbrev-journal-title>
<issn>1516-7313</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual Paulista (UNESP)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1516-73132019000200431</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320190020010</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Cultura política, desempenho escolar e a Educação em Ciências: um estudo empírico à luz de Pierre Bourdieu]]></article-title>
<article-title xml:lang="en"><![CDATA[Political culture, school performance and Science Education: an empirical study under Pierre Bourdieu's theory]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nascimento]]></surname>
<given-names><![CDATA[Matheus Monteiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Nathan Willig]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cavalcanti]]></surname>
<given-names><![CDATA[Cláudio José de Holanda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ostermann]]></surname>
<given-names><![CDATA[Fernanda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul (UFRGS) Instituto de Física ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<volume>25</volume>
<numero>2</numero>
<fpage>431</fpage>
<lpage>447</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132019000200431&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132019000200431&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132019000200431&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Discussões sobre política e economia não estão presentes nas aulas de Ciências do Ensino Médio, restringindo-se em geral ao contexto das disciplinas das Ciências Humanas. Isso gera, por vezes, um desinteresse e uma alienação dos jovens sobre temas políticos, econômicos e sociais. Neste trabalho pretendemos chamar a atenção para a falta de interesse pela política por parte dos alunos e que esta pode estar associada ao seu desempenho escolar, especialmente nos estudantes oriundos das classes populares. Para tanto, utilizamos como dados empíricos as respostas dadas a um questionário por candidatos ao maior exame de larga escala do Brasil, o Exame Nacional do Ensino Médio (ENEM). Na sequência, nos apropriamos do trabalho teórico de Pierre Bourdieu para tentar justificar a relação existente entre política, economia e os resultados escolares. Além disso, discutimos de que forma o Ensino de Ciências pode contribuir para a diminuição da brecha entre cultura política e cultura escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Discussions about politics and economics are not present in high school science classes, thus they remain restricted in most cases to the context of Human Sciences. This sometimes leads to disinterest and alienation among young people regarding political, economic and social issues. In this paper, we intend to emphasize that the students' lack of interest in politics may be associated with their school performance, especially in the case of students of lower social classes. Therefore, we use as empirical data the answers to a questionnaire which were provided by candidates in the largest large-scale exam in Brazil, used as a form of admission to public universities. Next, we will use the theoretical work of Pierre Bourdieu to justify the relations among politics, economics and school results. In addition, we will discuss how Science Education can contribute to narrow the gap between political culture and school culture.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de ciências]]></kwd>
<kwd lng="pt"><![CDATA[Ensino médio]]></kwd>
<kwd lng="pt"><![CDATA[Cultura escolar]]></kwd>
<kwd lng="pt"><![CDATA[Alienação política]]></kwd>
<kwd lng="pt"><![CDATA[Rendimento escolar]]></kwd>
<kwd lng="en"><![CDATA[Science teaching]]></kwd>
<kwd lng="en"><![CDATA[Secondary school]]></kwd>
<kwd lng="en"><![CDATA[School culture]]></kwd>
<kwd lng="en"><![CDATA[Political alienation]]></kwd>
<kwd lng="en"><![CDATA[School performance]]></kwd>
</kwd-group>
</article-meta>
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