<?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]]></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>S1516-73132020000100259</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320200062</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Contextualização no Ensino de Química: conexões estabelecidas por um professor ao discutir uma questão do ENEM em sala de aula]]></article-title>
<article-title xml:lang="en"><![CDATA[Contextualization in Chemistry Teaching: connections established by a teacher when discussing a High School exam question in the classroom]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Leandro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Monique]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<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[Justi]]></surname>
<given-names><![CDATA[Rosária]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Minas Gerais (UFMG) Faculdade de Educação ]]></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>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>26</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132020000100259&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132020000100259&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132020000100259&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Neste artigo analisamos como um professor de Química estabeleceu relações intercontextuais junto a estudantes do 3° ano do Ensino Médio enquanto discutia uma questão do Exame Nacional do Ensino Médio. Para isto, apresentamos e analisamos interações discursivas professor-estudantes que ocorreram durante uma aula, apoiados no constructo intercontextualidade. A mobilização de diferentes níveis contextuais por parte do professor, considerando o discurso dos estudantes, aponta formas de como promover a contextualização na sala de aula a partir da interação. Além disso, discutimos como contextualizar o ensino assumiu significados distintos na prática do professor, o que ampliou as potencialidades do contexto instrucional inicialmente proposto na questão em discussão. Por fim, indicamos implicações da contextualização em interação para a prática pedagógica e contribuições deste estudo para a ampliação da literatura da área de Educação em Ciências.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: In this paper we analyse how a Chemistry teacher established inter-contextual relationships with students of the 3rd grade of High School while discussing a question from Exame Nacional do Ensino Médio (ENEM) - the Brazilian High School Exam. Supported by the construct of inter-contextuality, we present and investigate teacher-student discursive interactions that occurred during a lesson. The teacher&#8217;s mobilization of different levels of contexts, taking into account students&#8217; discourse, indicates ways on how to promote contextualization in the classroom from interaction. In addition, we discuss how contextualizing teaching took on different meanings in the teacher's practice, which expanded the potential of the instructional context initially proposed in the question under discussion. Finally, we indicate implications of contextualization in interaction to pedagogical practice, and the contributions of this study to the literature on science education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de química]]></kwd>
<kwd lng="pt"><![CDATA[Intercontextualidade]]></kwd>
<kwd lng="pt"><![CDATA[Contextualização do conteúdo]]></kwd>
<kwd lng="pt"><![CDATA[Interação discursiva]]></kwd>
<kwd lng="en"><![CDATA[Chemistry teaching]]></kwd>
<kwd lng="en"><![CDATA[Inter-contextuality]]></kwd>
<kwd lng="en"><![CDATA[Contextualization of content]]></kwd>
<kwd lng="en"><![CDATA[Discursive interaction]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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