<?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>1516-7313</journal-id>
<journal-title><![CDATA[Ciência & Educação (Bauru)]]></journal-title>
<abbrev-journal-title><![CDATA[Ciência educ.]]></abbrev-journal-title>
<issn>1516-7313</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual Paulista (UNESP)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1516-73132018000400005</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320180040005</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Perspetiva Ciência, Tecnologia, Sociedade, Ambiente (CTSA) nos manuais escolares portugueses de Ciências Naturais do 6º ano de escolaridade]]></article-title>
<article-title xml:lang="en"><![CDATA[Perspective Environment, Science, Technology, Society (ESTS) in school textbooks of Natural Sciences of the 6th grade]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernandes]]></surname>
<given-names><![CDATA[Isabel Marília Borges]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pires]]></surname>
<given-names><![CDATA[Delmina Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Delgado-Iglesias]]></surname>
<given-names><![CDATA[Jaime]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico de Bragança Escola Superior de Educação Departamento de Ciências da Natureza]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Valladolid Facultad de Educación y Trabajo Social Departamento de Didáctica de las Ciencias Experimentales, Sociales y de la Matemática]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<volume>24</volume>
<numero>4</numero>
<fpage>875</fpage>
<lpage>890</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132018000400005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132018000400005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132018000400005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Tal como a n&#237;vel internacional, tamb&#233;m em Portugal &#233; grande a import&#226;ncia atribu&#237;da ao manual escolar, reconhecido como um dos recursos mais utilizado por professores e alunos. Por isso, o manual escolar converteu-se num objeto de estudo de diversas investiga&#231;&#245;es no &#226;mbito da Did&#225;tica das Ci&#234;ncias. Uma das linhas de investiga&#231;&#227;o diz respeito ao enfoque Ci&#234;ncia-Tecnologia-Sociedade-Ambiente (CTSA), considerado por muitos investigadores como uma das tend&#234;ncias atuais do ensino das ci&#234;ncias capaz de desenvolver a literacia cient&#237;fica dos alunos. Neste estudo, essencialmente qualitativo, construiu-se e aplicou-se um instrumento de an&#225;lise para perceber se os manuais escolares portugueses de Ci&#234;ncias Naturais do 6.&#186; ano exploram os conte&#250;dos cient&#237;ficos relacionando-os com a tecnologia, a sociedade e o ambiente e se apresentam atividades de &#237;ndole CTSA. Os resultados mostram que o enfoque CTSA est&#225; incorporado nos manuais analisados, mas de forma insuficiente e pouco explorada.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: At the international level, as in Portugal, there is great importance attached to the textbook, being recognized as one of the most used features by teachers and students. Therefore, the textbook has become a subject of study of various investigations into the Didactics of Science. One of the lines of investigation concerns the Environment-Science-Technology-Society (ESTS) approach, considered by many researchers as one of the current trends of teaching the sciences capable of developing the scientific literacy of students. Thus, in this essentially qualitative study we built, and applied, an analytical tool to see if the Portuguese textbooks of Natural Sciences of 6th grade explore the scientific content relating them with technology, society and the environment and present ESTS nature activities. The results show that the ESTS approach is embedded in the analyzed textbooks, but insufficiently and not fully explored.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[CTSA]]></kwd>
<kwd lng="pt"><![CDATA[Manual escolar]]></kwd>
<kwd lng="pt"><![CDATA[Educação básica]]></kwd>
<kwd lng="pt"><![CDATA[Portugal]]></kwd>
<kwd lng="pt"><![CDATA[Literacia científica]]></kwd>
<kwd lng="pt"><![CDATA[Educação científica]]></kwd>
<kwd lng="en"><![CDATA[ESTS]]></kwd>
<kwd lng="en"><![CDATA[Textbook]]></kwd>
<kwd lng="en"><![CDATA[Basic education]]></kwd>
<kwd lng="en"><![CDATA[Portugal]]></kwd>
<kwd lng="en"><![CDATA[Scientific literacy]]></kwd>
<kwd lng="en"><![CDATA[Science teaching]]></kwd>
</kwd-group>
</article-meta>
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