<?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>S1516-73132021000100242</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320210043</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ensino de ciências na educação infantil: uma proposta lúdica na abordagem ciência, tecnologia e sociedade (CTS)]]></article-title>
<article-title xml:lang="en"><![CDATA[Science teaching in early childhood education: a ludic proposal in the approach to science, technology and society (STS)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Edith Gonçalves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Ana Cristina Pimentel Carneiro de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Pará  ]]></institution>
<addr-line><![CDATA[Belém PA]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>27</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132021000100242&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132021000100242&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132021000100242&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo objetivou analisar as contribuições da associação entre ludicidade e abordagem Ciência, Tecnologia e Sociedade - CTS - para o ensino de ciências na Educação Infantil. Com abordagem qualitativa, do tipo intervenção pedagógica, desenvolveram-se atividades lúdicas sobre o tema ambiente escolar com uma turma de Jardim II, no município de Belém, estado do Pará. Observou-se que emergiram princípios CTS, fomentando a problematização de questões sociais pelas crianças, suas participações em decisões sobre assuntos ligados ao seu cotidiano, bem como a construção de atitudes e valores relacionados aos cuidados com o ambiente, possibilitando um ensino interdisciplinar, contextualizado e dialógico, em que a ludicidade se constitui como elemento basilar para a implementação de interações CTS. Conclui-se que essa abordagem contribui com a formação científica das crianças, estimulando a criticidade e o desenvolvimento para o exercício da cidadania, considerando-se as especificidades dessa fase do desenvolvimento humano.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study aimed to analyze the contributions of the relationship between ludicity and STS Approach to science teaching in Early Childhood Education. Following a qualitative approach to pedagogical intervention, ludic activities were developed concerning the topic of school environment with a kindergarten II class in the city of Belém, Pará state, Brazil. It was found that STS principles emerged, fostering a problematization of social issues by children, their participation in decisions on matters related to their daily lives, as well as the construction of attitudes and values related to the care for the environment, thus enabling interdisciplinary, contextualized, and dialogical teaching of sciences, in which ludicity is seen as a foundation element for the implementation of STS interactions. We can conclude that an STS approach contributes to children&#8217;s scientific education by stimulating criticism and their development for the exercise of citizenship, considering the specificities of this stage of human development.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de ciências]]></kwd>
<kwd lng="pt"><![CDATA[Educação infantil]]></kwd>
<kwd lng="pt"><![CDATA[Abordagem CTS]]></kwd>
<kwd lng="pt"><![CDATA[Ludicidade]]></kwd>
<kwd lng="pt"><![CDATA[Ambiente escolar]]></kwd>
<kwd lng="en"><![CDATA[Science teaching]]></kwd>
<kwd lng="en"><![CDATA[Child education]]></kwd>
<kwd lng="en"><![CDATA[STS approach]]></kwd>
<kwd lng="en"><![CDATA[Ludicity]]></kwd>
<kwd lng="en"><![CDATA[School environment]]></kwd>
</kwd-group>
</article-meta>
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