<?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>0100-3143</journal-id>
<journal-title><![CDATA[Educação e Realidade]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Real.]]></abbrev-journal-title>
<issn>0100-3143</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Sul - Faculdade de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-31432023000100413</article-id>
<article-id pub-id-type="doi">10.1590/2175-6236125347vs01</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Trazendo a Prática da Educação em Ciências e em Biologia de Volta à Vida]]></article-title>
<article-title xml:lang="en"><![CDATA[Bringing the Practice of Education in Sciences and Biology]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Schmitt]]></surname>
<given-names><![CDATA[Lilian Alves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Albiero Junior]]></surname>
<given-names><![CDATA[Alci]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Isabel Cristina de Moura]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal do Rio Grande  ]]></institution>
<addr-line><![CDATA[Rio Grande RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal do Amazonas  ]]></institution>
<addr-line><![CDATA[Manaus AM]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></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>48</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-31432023000100413&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-31432023000100413&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-31432023000100413&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O artigo objetiva discutir práticas de ensino de ciências partindo de noções de vida e de natureza como contextos generativos, não idênticos às suas definições conceituais na biologia. A proposta é aproximar essas práticas do horizonte das epistemologias ecológicas (Steil; Carvalho, 2014), em que múltiplos e diferentes esforços compreensivos contemporâneos se aproximam, valorizando a materialidade da vida e criticando uma ciência humano-centrada, que tende a reduzir as múltiplas emergências do vivo. Toma em análise duas experiências, uma na educação básica e outra na educação universitária. Conclui pela produtividade para o ensino de ciências de voltar-se à condição do &#8216;estar vivo&#8217;, através de uma &#8216;educação da atenção&#8217; (Ingold, 2015), multiplicando as formas de vida, à medida em que promove a percepção de mundos plurais, onde a existência se dá pela permanente coprodução da vida.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The article discusses science teaching practices based on notions of life and nature as generative contexts, in contrast with the usual conceptual definitions in biology. The proposal is to approximate these practices to the horizon of ecological epistemologies (Steil; Carvalho, 2014), where multiple and diverse contemporary comprehensive efforts come together, appraising the materiality of life as well as criticizing human-centered science, which tends to reduce the multiple emergences of the living. The present article analyzes two experiences, being the first one in basic education and a second one within university settings. It concludes, for the sake of the quality of productivity in the realm of science teaching, that returning to the condition of &#8216;being alive&#8217;, through an &#8216;education of attention&#8217; (Ingold, 2015) is necessary: multiplying forms of life, while promoting an expansion of one&#8217;s perception regarding the plurality of existing worlds where existence takes place, through the permanent co-production of life, is the path to walk upon.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação em Ciências e Biologia]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Epistemologias Ecológicas]]></kwd>
<kwd lng="en"><![CDATA[Science and Biology Education]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Ecological Epistemologies]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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