<?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>1981-0431</journal-id>
<journal-title><![CDATA[Linhas Críticas]]></journal-title>
<abbrev-journal-title><![CDATA[Linhas Críticas]]></abbrev-journal-title>
<issn>1981-0431</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Brasília]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-04312022000100111</article-id>
<article-id pub-id-type="doi">10.26512/lc28202241065</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Alfabetização científica nos anos iniciais: urgência em investir na formação de professores]]></article-title>
<article-title xml:lang="es"><![CDATA[Alfabetización científica en los primeros años: urgencia de invertir en formación docente]]></article-title>
<article-title xml:lang="en"><![CDATA[Scientific literacy in the early years: urgency to invest in teacher training]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Cristina Aparecida de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sessa]]></surname>
<given-names><![CDATA[Patricia da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do ABC  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do ABC  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<volume>28</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-04312022000100111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-04312022000100111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-04312022000100111&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O foco deste artigo está na alfabetização científica (AC), formação de professores dos anos iniciais do Ensino Fundamental e suas políticas curriculares. Adotamos a abordagem qualitativa. Entrevistamos seis professores através de aplicativo de mensagens e analisamos sequências didáticas de Ciências. Utilizamos a Análise de Conteúdo, tendo como base os eixos e indicadores de AC (Sasseron, 2008), competências e habilidades da Base Nacional Comum Curricular (Brasil, 2018) e conteúdos dos Parâmetros Curriculares Nacionais (Brasil, 1997). Como resultados, evidenciamos a necessidade de investimento na formação docente para potencializar os processos de alfabetização científica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El foco de este artículo es sobre la alfabetización científica (AC), la formación docente en los primeros años de la Enseñanza Fundamental y sus políticas curriculares. Adoptamos un enfoque cualitativo y entrevistamos a seis profesores a través de una aplicación de mensajes y análisis de secuencias didácticas de Ciencias. Utilizamos el Análisis de Contenido, basado en ejes e indicadores AC (Sasseron, 2008), competencias y habilidades de la Base Curricular Común Nacional (Brasil, 2018) y contenidos de los Parámetros Curriculares Nacionales (Brasil, 1997). Como resultado, apuntamos la necesidad de invertir en la formación de docentes, para potenciar los procesos de alfabetización científica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The focus of this article is on scientific literacy (SC), teacher training in the early years of Elementary School and its curricular policies. We adopted a qualitative approach and interviewed six teachers through a message application and analysis of science didactic sequences. We used Content Analysis, based on SC axes and indicators (Sasseron, 2008), competencies and skills of the National Common Curricular Base (Brasil, 2018) and contents of the National Curriculum Parameters (Brasil, 1997). As a result, we evidenced the need to invest in teacher training, to enhance scientific literacy processes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Infância]]></kwd>
<kwd lng="pt"><![CDATA[Alfabetização científica]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Anos iniciais do ensino fundamental]]></kwd>
<kwd lng="es"><![CDATA[Infancia]]></kwd>
<kwd lng="es"><![CDATA[Alfabetización científica]]></kwd>
<kwd lng="es"><![CDATA[Formación del profesorado]]></kwd>
<kwd lng="es"><![CDATA[Primeros años de la escuela primaria]]></kwd>
<kwd lng="en"><![CDATA[Childhood]]></kwd>
<kwd lng="en"><![CDATA[Scientific literacy]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Early years of elementary school]]></kwd>
</kwd-group>
</article-meta>
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