<?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>S1981-04312023000100121</article-id>
<article-id pub-id-type="doi">10.26512/lc29202347528</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Química e Instagram: como vem se formando essa mistura?]]></article-title>
<article-title xml:lang="es"><![CDATA[Quimica y Instagram: como se va formando esta mezcla?]]></article-title>
<article-title xml:lang="en"><![CDATA[Chemistry and Instagram: how has this mixture been?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Jéssyca Silva de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Mayra Tamires Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Machado]]></surname>
<given-names><![CDATA[Marlos Gabriel da Cruz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Yamashita]]></surname>
<given-names><![CDATA[Miyuki]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Francisco Junior]]></surname>
<given-names><![CDATA[Wilmo Ernesto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Alagoas, Arapiraca, AL, Brasil  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Alagoas, Arapiraca, AL, Brasil  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Alagoas, Arapiraca, AL, Brasil  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal de Alagoas, Arapiraca, AL, Brasil  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidade Federal de Alagoas, Arapiraca, AL, Brasil  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>29</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-04312023000100121&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-04312023000100121&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-04312023000100121&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este trabalho investigou características da divulgação em química no Instagram apoiando-se na etnografia virtual para coleta de dados. Os resultados evidenciaram acentuado crescimento de contas (77 ao total) até 2021, bem como do número de seguidores. O perfil de administradores é de pessoas ligadas ao campo da química, especialmente professores e estudantes de diferentes níveis de ensino, atuando majoritariamente de forma individual. Foram identificadas contas de apoio pedagógico, studygram, de divulgação de conhecimentos gerais sobre química e de conhecimentos especializados sobre química. Desafios derivam da fluidez das redes sociais, que exige um olhar crítico sobre as publicações.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este trabajo investigó características de la divulgación en química desde Instagram con apoyo en la etnografía virtual para el levantamiento de datos. Los resultados mostraron un fuerte crecimiento de cuentas hasta 2021 (77 en total), así como en el número de seguidores. El perfil de los administradores és de personas vinculadas al campo de la química, como docentes y estudiantes de diferentes niveles educativos, actuando la mayoría individualmente. Fueran identificadas cuentas de apoyo pedagógico, estudigrama, de divulgación de conocimientos generales sobre química y de conocimientos especializados sobre química. Desafíos derivan de la fluidez de las redes sociales, lo que requiere una mirada crítica sobre las publicaciones.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This work investigated characteristics of chemical popularization on Instagram employing virtual ethnography for data gathering. The outcomes demonstrated exponential raising of accounts up to 2021 (77 in total), as well as its followers. The administrators&#8217; profile is composed of people associated with Chemistry, especially teachers and students from different teaching levels who have mostly worked individually. The accounts were characterized as: pedagogical support, studygram, communication of general knowledge about chemistry and communication of specialized chemical knowledge. Challenges may arise from fluidity of social midia, which require a critical view of the posts.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Divulgação científica]]></kwd>
<kwd lng="pt"><![CDATA[Redes sociais]]></kwd>
<kwd lng="pt"><![CDATA[Educação em ciências]]></kwd>
<kwd lng="es"><![CDATA[Divulgación de la ciencia]]></kwd>
<kwd lng="es"><![CDATA[Redes sociales]]></kwd>
<kwd lng="es"><![CDATA[Educación de ciencias]]></kwd>
<kwd lng="en"><![CDATA[Public communication of science]]></kwd>
<kwd lng="en"><![CDATA[Social media]]></kwd>
<kwd lng="en"><![CDATA[Science education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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