<?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>S1516-73132019000200485</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320190020013</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Práticas educativas CTS: busca de uma participação social para além da avaliação de impactos da Ciência-Tecnologia na Sociedade]]></article-title>
<article-title xml:lang="en"><![CDATA[STS educational practices: the search for social participation beyond the assessment of impacts of Science-Technology on Society]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Rosemar Ayres dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Auler]]></surname>
<given-names><![CDATA[Décio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Fronteira Sul (UFFS) Programa de Pós-Graduação em Ensino de Ciências ]]></institution>
<addr-line><![CDATA[Cerro Largo RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Maria (UFSM) Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Santa Maria 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>485</fpage>
<lpage>503</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132019000200485&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132019000200485&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132019000200485&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: A problematização da suposta neutralidade da Ciência-Tecnologia para a constituição de uma cultura de participação em processos decisórios é fundamental. Investigamos quais os encaminhamentos em práticas educativas Ciência-Tecnologia-Sociedade, no contexto brasileiro, contemplam a presença de valores, de interesses no direcionamento dado ao desenvolvimento científico-tecnológico. Na análise do corpus, composto por artigos de edições do Encontro Nacional de Pesquisa em Educação em Ciências (ENPEC), e de periódicos, utilizamos a Análise Textual Discursiva. Sintetizamos os resultados em: (i) superação do determinismo científico-tecnológico; (ii) valores e características de determinado espaço-tempo condicionam a agenda de pesquisa, o produto científico-tecnológico; (iii) participação social na definição da agenda de pesquisa em Ciência-Tecnologia; (iv) encaminhamentos promissores; (v) participação social limitada às implicações/impactos da Ciência-Tecnologia na Sociedade. Sinalizamos a necessidade de assumir novo objetivo em processos educativos: potencializar para a participação em processos decisórios envolvendo a formulação de políticas públicas para a Ciência-Tecnologia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: It is crucial to problematize the supposed neutrality of Science-Technology for the constitution of a culture of participation in decision-making processes. We have investigated which procedures have been deployed in Science-Technology-Society educational practices, in the Brazilian context, which take into account values and interests in how scientific-technological development is promoted. The analysis of the corpus was composed of papers from different editions of Encontro Nacional de Pesquisa em Educação em Ciências (ENPEC) and journal articles, Discursive Textual Analysis has been used. The findings can be summarized as follows: (i) shifts that go beyond scientific-technological determinism; (ii) values and characteristics of given space-time influence the research agenda, the scientific-technological product; (iii) social participation in setting the research agenda in Science-Technology; (iv) promising routes; (v) social participation limited to the implications/impacts of Science-Technology for/on Society. We point to the need to define new objectives in educational processes: leverage for participation in decision-making processes involving the formulation of Public Policies for Science-Technology.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ciência]]></kwd>
<kwd lng="pt"><![CDATA[tecnologia e sociedade. Participação social. Neutralidade científica]]></kwd>
<kwd lng="en"><![CDATA[Science]]></kwd>
<kwd lng="en"><![CDATA[technology and society. Social participation. Scientific neutrality]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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