<?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>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982023000100173</article-id>
<article-id pub-id-type="doi">10.1590/0102-469839220</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[GÊNERO NAS AULAS DE CIÊNCIAS: UMA ANÁLISE DA APRENDIZAGEM CONCEITUAL]]></article-title>
<article-title xml:lang="es"><![CDATA[GÉNERO EN LAS CLASES DE CIENCIAS: UN ANÁLISIS DEL APRENDIZAJE CONCEPTUAL]]></article-title>
<article-title xml:lang="en"><![CDATA[GENDER IN SCIENCE LESSONS: A CONCEPTUAL LEARNING ANALYSIS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[FRANCO]]></surname>
<given-names><![CDATA[LUIZ GUSTAVO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MUNFORD]]></surname>
<given-names><![CDATA[DANUSA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do ABC  ]]></institution>
<addr-line><![CDATA[Santo André 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>39</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982023000100173&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982023000100173&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982023000100173&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: A temática do gênero assumiu um lugar central nas discussões no campo da educação. Neste artigo, discutimos relações de gênero no contexto específico do campo da Educação em Ciências da Natureza, uma área que tem se dedicado, de modo crescente, ao estudo de relações de gênero. Apesar de avanços no campo, ainda são escassos os estudos que relacionam gênero à aprendizagem de conceitos científicos no cotidiano da sala de aula. No presente estudo, exploramos interações discursivas em uma turma do 1° ano Ensino Fundamental com o objetivo de analisar o papel do gênero na construção de oportunidades de aprendizagem de ciências. Para isso, nos apoiamos em propostas teóricas de Judith Butler sobre gênero, e orientamos as análises a partir da Etnografia em Educação como lógica de pesquisa. As aulas analisadas indicam que conhecimentos conceituais de ciências estavam articulados a processos de reiteração/contestação da norma de gênero. Tais negociações exerceram um papel central na aprendizagem sobre a biologia de um inseto, em particular, sobre o conceito de dimorfismo sexual. O estudo se une a outras pesquisas que apontam a relevância das discussões sobre gênero na educação, incluindo a disciplina escolar Ciências e seus conceitos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: El género ha sido uno de los temas más discutidos cuando se habla de educación en Brasil en los últimos años. En este artículo discutimos las relaciones de género en el contexto del campo disciplinar de las Ciencias Naturales. Investigadores se han dedicado cada vez más al análisis de las relaciones de género en clases de ciencias. A pesar de los avances en el campo, aún existen pocos estudios que relacionen el género con el aprendizaje de conceptos científicos en el cotidiano del aula. En el presente estudio, exploramos las interacciones discursivas en una clase de 1° año de Educación Primaria con el objetivo de analizar el papel del género en la construcción de oportunidades de aprendizaje de las ciencias. Para ello, nos apoyamos en propuestas teóricas de Judith Butler sobre género, y orientamos el análisis desde la Etnografía en Educación como lógica de investigación. Las clases analizadas indican que el conocimiento conceptual de la ciencia estuvo vinculado a procesos de reiteración/desafío de la norma de género. Tales negociaciones jugaron un papel central en el aprendizaje sobre el concepto de dimorfismo sexual. El estudio se suma a otras investigaciones que apuntan a la relevancia de las discusiones sobre género en la educación, incluyendo la ciencia escolar y sus conceptos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: In the last years, gender has been one of the main issues in discussions in the educational field. In this article, we discuss gender relations in the specific context of science education field, an area that has been increasingly dedicated to studies regarding gender relations. Despite the progress in the field, studies that relate gender to learning scientific concepts in the classroom everyday life are still scarce. In this study, we explore discursive interactions in the 1st grade of Elementary School, aiming to analyze the role of gender in the construction of science learning opportunities. In order to do so, we leaned over theoretical proposals by Judith Butler regarding gender and guided the analyses from Ethnography in Education as a logic of research. The analyzed lessons indicate that conceptual science knowledge was articulated to reiterate/constrain the gender norm. These negotiations played a central role in learning the biology of an insect, more specifically, the concept of sexual dimorphism. This study is related to other research projects that point to the importance of gender discussions in education, including science education and its concepts.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[relações de gênero]]></kwd>
<kwd lng="pt"><![CDATA[aulas de ciências]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem conceitual]]></kwd>
<kwd lng="es"><![CDATA[relaciones de género]]></kwd>
<kwd lng="es"><![CDATA[clases de ciencias]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje conceptual]]></kwd>
<kwd lng="en"><![CDATA[gender relations]]></kwd>
<kwd lng="en"><![CDATA[science lessons]]></kwd>
<kwd lng="en"><![CDATA[conceptual learning]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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