<?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>S1983-21172023000100326</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172022240164</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[QUEM GERA O TEMA GERADOR? O NECESSÁRIO PROTAGONISMO ESTUDANTIL NA CONSTRUÇÃO DE TEMAS GERADORES NA ESCOLA DO CAMPO]]></article-title>
<article-title xml:lang="es"><![CDATA[¿QUIÉN GENERA EL TEMA GENERADOR? LO NECESARIO PROTAGONISMO ESTUDIANTIL EN LA CONSTRUCCIÓN DE TEMAS GENERADORES EN LA ESCUELA DEL CAMPO]]></article-title>
<article-title xml:lang="en"><![CDATA[WHO GENERATE THE GENERATOR THEME? THE NECESSARY STUDENT PROTAGONISM IN THE CONTRUCTION OF GENERATOR THEME IN RURAL SCHOOL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Muscardi]]></surname>
<given-names><![CDATA[Dalana Campos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arnholz]]></surname>
<given-names><![CDATA[Erineti]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Espírito Santo  ]]></institution>
<addr-line><![CDATA[São Mateus ES]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Espírito Santo  ]]></institution>
<addr-line><![CDATA[São Mateus ES]]></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>25</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172023000100326&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172023000100326&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172023000100326&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Este artigo debate a forma de obtenção dos temas geradores para o ensino em escolas do campo, apontando a necessidade e relevância da participação das(os) estudantes neste processo. Para tanto, discorre sobre os caminhos percorridos para a construção coletiva de uma metodologia de obtenção de temas geradores para o ensino de biologia em uma realidade camponesa, analisando aproximações e distanciamentos entre os temas geradores obtidos a partir da comunidade e a partir da(o)s estudantes. As técnicas usadas foram grupo focal, entrevistas e mapas socioambientais. Os temas gerados pelos diferentes grupos foram congruentes e apresentaram ancoragem na realidade, sobretudo os temas gerados pela(o)s estudantes, expressando as contradições socioculturais existentes na comunidade em que vivem. A participação estudantil no processo de construção de temas geradores é fundamental, pois a investigação da realidade favorece o despertar da curiosidade epistemológica e do protagonismo estudantil, promovendo uma formação ético-crítica a partir de um currículo contra-hegemônico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Este artículo analiza cómo obtener los temas generadores para la enseñanza en las escuelas del campo, evidenciando la necesidad y la relevancia de la participación de las(los) estudiantes en el proceso. Para ello, aborda los caminos recorridos para la construcción colectiva de una metodología de obtención de temas generadores para la enseñanza de la biología en una realidad campesina, analizando los acercamientos y alejamientos entre los temas generadores obtenidos de la comunidad y de las(los) estudiantes. Se utilizaron como técnicas el grupo focal, entrevistas y mapas socioambientales. Los temas generados por los diferentes grupos fueron congruentes y estaban anclados en la realidad, sobre todo los temas generados por las(los) estudiantes, expresando las contradicciones socioculturales existentes en la comunidad en que viven. La participación estudiantil en el proceso de construcción de los temas generadores es fundamental, pues la investigación de la realidad favorece el despertar de la curiosidad epistemológica y del protagonismo estudiantil, promoviendo una formación étnico-crítica basada en un currículo contrahegemónico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This article discusses the process of obtaining generator themes for teaching in rural schools, highlighting the need and relevance of students&#8217; participation in this process. To this end, it discusses on the paths taken for the collective construction of a methodology to obtain generator themes for biology teaching in a rural context, and analyzes the similarities and the differences between the generator themes obtained from the community and those obtained from the students. The techniques used were focus groups, interviews and socio-environmental maps. The themes generated by the different groups were similar and anchored in reality, especially those generated by the students, which express the sociocultural contradictions present in the community they live. Thus, student participation in the generator themes elaboration process is mandatory, once this process favor their epistemological curiosity and leadership, promoting ethical-critical education from a counter-hegemonic curriculum.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Abordagem Temática Freireana]]></kwd>
<kwd lng="pt"><![CDATA[Ensino investigativo]]></kwd>
<kwd lng="pt"><![CDATA[Educação do Campo]]></kwd>
<kwd lng="es"><![CDATA[Educación en Ciencias]]></kwd>
<kwd lng="es"><![CDATA[Tecnología Social]]></kwd>
<kwd lng="es"><![CDATA[Investigación Temática]]></kwd>
<kwd lng="es"><![CDATA[Paulo Freire]]></kwd>
<kwd lng="en"><![CDATA[Freirean Thematic Approach]]></kwd>
<kwd lng="en"><![CDATA[Investigative teaching]]></kwd>
<kwd lng="en"><![CDATA[Rural education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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