<?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>1983-2117</journal-id>
<journal-title><![CDATA[Ensaio Pesquisa em Educação em Ciências]]></journal-title>
<abbrev-journal-title><![CDATA[Ens. Pesqui. Educ. Ciênc.]]></abbrev-journal-title>
<issn>1983-2117</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-21172023000100316</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172022240156</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[DIVULGAÇÃO CIENTÍFICA E DIREITOS ANIMAIS PARA A PRIMEIRA INFÂNCIA: PROBLEMATIZANDO OS AQUÁRIOS ATRAVÉS DE PRÁTICAS LÚDICAS EM UMA ESCOLA DE EDUCAÇÃO INFANTIL]]></article-title>
<article-title xml:lang="es"><![CDATA[DIVULGACIÓN CIENTÍFICA Y DERECHOS DE LOS ANIMALES PARA LA PRIMERA INFANCIA: PROBLEMATIZACIÓN DE LOS ACUARIOS A TRAVÉS DE PRÁCTICAS LÚDICAS EN UNA ESCUELA DE EDUCACIÓN INFANTIL]]></article-title>
<article-title xml:lang="en"><![CDATA[SCIENTIFIC APPROACH AND ANIMAL RIGHTS IN EARLY CHILDHOOD: PROBLEMATIZING AQUARIUMS THROUGH LUDIC ACTIVITIES IN A KINDERGARTEN SCHOOL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vizachri]]></surname>
<given-names><![CDATA[Tânia Regina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Piassi]]></surname>
<given-names><![CDATA[Luís Paulo de Carvalho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Giordan]]></surname>
<given-names><![CDATA[Marcelo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Braga]]></surname>
<given-names><![CDATA[Adriana Regina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo Escola de Artes, Ciências e Humanidades ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Paulo Faculdade de Educação ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de São Paulo Faculdade de Educação ]]></institution>
<addr-line><![CDATA[ SP]]></addr-line>
<country>Brazil</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>25</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172023000100316&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172023000100316&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172023000100316&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Neste estudo, exploramos como crianças de 4 a 5 anos de idade abordaram os valores atribuídos ao habitat do tubarão. A sequência interativa examinada faz parte de um estudo de caso realizado em uma turma de uma EMEI no município de São Paulo, localizada em uma região periférica e vulnerável, composta por 32 crianças. Para compreender o contexto, elaboramos um mapa episódico e aplicamos as categorias de Lemke (1990) e Mortimer e Scott (2003) no estudo do padrão temático. Nosso objetivo foi verificar até que ponto a interação estabeleceu um espaço dialógico de escuta para as crianças, essencial para o desenvolvimento do pensamento crítico. Os resultados indicam que, desde cedo, as crianças apresentam visões socioculturais sobre o habitat do tubarão. No entanto, através de atividades lúdicas que incentivam a formulação de perguntas e a consideração de diferentes perspectivas, foi possível estimular o pensamento crítico e a reflexão ética das crianças sobre esse ambiente específico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: En este estudio, exploramos cómo los niños de 4 a 5 años abordaron los valores atribuidos al hábitat del tiburón. La secuencia interactiva examinada forma parte de un estudio de caso realizado en una clase de una EMEI (Escuela Municipal de Educación Infantil) en la ciudad de São Paulo, ubicada en una región marginal y vulnerable, con 32 niños. Para comprender el contexto, desarrollamos un mapa episódico y aplicamos las categorías de Lemke (1990) y Mortimer y Scott (2003) en el estudio del patrón temático. Nuestro objetivo fue evaluar hasta qué punto la interacción estableció un espacio dialógico para escuchar a los niños, fundamental para el desarrollo del pensamiento crítico. Los resultados indican que, desde temprana edad, los niños presentan visiones socioculturales sobre el hábitat del tiburón. Sin embargo, a través de actividades lúdicas que fomentan el cuestionamiento y la consideración de diferentes perspectivas, se estimuló el pensamiento crítico y la reflexión ética de los niños con respecto a este ambiente específico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: In this study, we explored how 4 to 5-year-old children addressed the values attributed to shark habitat. The examined interactive sequence is part of a case study conducted in a class of an EMEI (Municipal School of Early Childhood Education) in the city of São Paulo, located in a peripheral and vulnerable region, with 32 children. To comprehend the context, we developed an episodic map and applied the categories of Lemke (1990) and Mortimer and Scott (2003) in the thematic pattern study. Our objective was to assess to what extent the interaction established a dialogic space for listening to the children, essential for the development of critical thinking. The results indicate that, from an early age, children present sociocultural views about shark habitat. However, through playful activities that encourage questioning and consideration of different perspectives, it was possible to stimulate critical thinking and ethical reflection of the children concerning this specific environment.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Primeira infância]]></kwd>
<kwd lng="pt"><![CDATA[Difusão científica]]></kwd>
<kwd lng="pt"><![CDATA[Padrão temático]]></kwd>
<kwd lng="es"><![CDATA[Primera infancia]]></kwd>
<kwd lng="es"><![CDATA[Divulgación científica]]></kwd>
<kwd lng="es"><![CDATA[Patrón temático]]></kwd>
<kwd lng="en"><![CDATA[Early childhood]]></kwd>
<kwd lng="en"><![CDATA[Scientific approach]]></kwd>
<kwd lng="en"><![CDATA[Thematic pattern]]></kwd>
</kwd-group>
</article-meta>
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