<?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>S1983-21172023000100318</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172022240149</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[SEXO/GÊNERO NA CONSTITUIÇÃO DE NORMAS SOCIAIS DE CONSTRUÇÃO DO CONHECIMENTO EM AULAS DE BIOLOGIA]]></article-title>
<article-title xml:lang="es"><![CDATA[SEXO/GÉNERO EN LA CONSTITUCIÓN DE LAS NORMAS SOCIALES PARA LA CONSTRUCCIÓN DEL CONOCIMIENTO EN CLASES DE BIOLOGÍA]]></article-title>
<article-title xml:lang="en"><![CDATA[SEX/GENDER IN THE CONSTITUTION OF SOCIAL NORMS OF KNOWLEDGE CONSTRUCTION IN BIOLOGY CLASSES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barros]]></surname>
<given-names><![CDATA[Carolina Moraes Martins de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gerolin]]></surname>
<given-names><![CDATA[Eloisa Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Maíra Batistoni e]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo Programa de Pós-Graduação Interunidades em Ensino de Ciências ]]></institution>
<addr-line><![CDATA[ SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de São Paulo Instituto de Biociências, Departamento de Fisiologia ]]></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=S1983-21172023000100318&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172023000100318&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172023000100318&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Na educação em ciências, diferentes autores apontaram a importância de pensar como sexo/gênero pode ser incorporado às pesquisas e às práticas didáticas, visando a superação de desigualdades. Tendo como contexto aulas de biologia no ensino médio, analisamos as interações de um grupo de estudantes para compreender como sexo/gênero influenciam as normas sociais de construção do conhecimento. Encontramos evidências que indicam desequilíbrio na igualdade moderada dos integrantes do grupo, sendo mais valoradas as contribuições dos meninos cis. O uso dos padrões públicos de análise garantiu a visibilidade e aceitação dos argumentos das meninas cis. Discutimos como o reconhecimento de que as normas sociais de construção do conhecimento em sala de aula são influenciadas por sexo/gênero pode contribuir para pesquisas sobre aprendizagem epistêmica, assim como auxiliar docentes no estabelecimento de práticas que contribuam para a construção de um ambiente equitativo para a aprendizagem epistêmica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: En la enseñanza de ciencias, diferentes autores han señalado la importancia de reflexionar sobre cómo es posible incorporar el sexo/género a la investigación y las prácticas didácticas, para superar las desigualdades. Tomando como contexto clases de biología de la educación secundaria, analizamos las interacciones de un grupo de estudiantes para comprender cómo el sexo/género influye en las normas sociales de construcción del conocimiento. Encontramos evidencias del desequilibrio en la igualdad moderada de los miembros del grupo, siendo más valoradas las contribuciones de los niños cis. El uso de estándares públicos de análisis aseguró la visibilidad y aceptación de los argumentos de las niñas cis. Discutimos cómo la comprensión de que las normas sociales de construcción del conocimiento en la clase están influenciadas por el sexo/género puede contribuir a la investigación sobre el aprendizaje epistémico, así como ayudar a los docentes a establecer prácticas que contribuyan a la construcción de un ambiente equitativo para el aprendizaje epistémico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: In science education, several authors have pointed out the importance of thinking about how sex/gender can be incorporated into research and teaching in order to overcome inequalities. Taking high school biology classes as a context, we analyzed the interactions of a group of students to understand how sex/gender influences the social norms of knowledge construction. We found evidence that indicates an imbalance in the moderate equality of group members, with cis boys&#8217; contributions being more valued. The use of public analysis standards ensured the visibility and acceptance of cis girls&#8217; arguments. We discuss how the recognition that the social norms of construction of knowledge in the classroom are influenced by sex/gender and how it can contribute to research on epistemic learning, as well as assist teachers in establishing practices that contribute to constructing an equitable environment for epistemic learning.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Sexo/Gênero]]></kwd>
<kwd lng="pt"><![CDATA[Equidade]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem epistêmica]]></kwd>
<kwd lng="es"><![CDATA[Sexo/género]]></kwd>
<kwd lng="es"><![CDATA[Equidad]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje epistémico]]></kwd>
<kwd lng="en"><![CDATA[Sex/gender]]></kwd>
<kwd lng="en"><![CDATA[Equity]]></kwd>
<kwd lng="en"><![CDATA[Epistemic learning]]></kwd>
</kwd-group>
</article-meta>
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