<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762018000200393</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2018v16i2p393-419</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PRESSUPOSTOS TEÓRICOS E PROPOSTAS PARA DISCUTIR QUESTÕES SOCIOCIENTÍFICAS: CONSTRUÇÃO DO MODELO E-CRIA E SUA APLICAÇÃO NO ENSINO SUPERIOR]]></article-title>
<article-title xml:lang="en"><![CDATA[THEORETICAL ASSUMPTIONS AND PROPOSALS TO DISCUSS SOCIO-SCIENTIFIC ISSUES: CONSTRUCTION OF THE E-CRIA MODEL IN HIGHER EDUCATION]]></article-title>
<article-title xml:lang="es"><![CDATA[PRESSUPOSTOS TEÓRICOS Y PROPUESTAS PARA DISCUTIR CUESTIONES SOCIOCIENTÍFICAS: CONSTRUCCIÓN DEL MODELO E-CRÍA Y SU APLICACIÓN EN LA ENSEÑANZA SUPERIOR]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[LIMA]]></surname>
<given-names><![CDATA[Marcelo Bernardo de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[STRUCHIER]]></surname>
<given-names><![CDATA[Miriam]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<volume>16</volume>
<numero>2</numero>
<fpage>393</fpage>
<lpage>419</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762018000200393&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762018000200393&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762018000200393&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este trabalho tem como objetivo apresentar o modelo e-CRIA, desenvolvido para estimular o pensamento cr&#237;tico, as discuss&#245;es em sala de aula e a participa&#231;&#227;o ativa dos alunos na aprendizagem de Ci&#234;ncias. Pretende, ainda, discutir aplica&#231;&#245;es desse modelo em uma disciplina de Gen&#233;tica do curso de Ci&#234;ncias Biol&#243;gicas. O Ensino de Ci&#234;ncias cr&#237;tico pressup&#245;e outro olhar para os impactos decorrentes dos avan&#231;os cient&#237;ficos e tecnol&#243;gicos, favorecendo a prepara&#231;&#227;o dos estudantes para tomar decis&#245;es relacionadas a esses temas. Nesse sentido, diferentes abordagens como Ci&#234;ncia, Tecnologia e Sociedade, Quest&#245;es Sociocient&#237;ficas e Pesquisa e Inova&#231;&#227;o Respons&#225;veis s&#227;o utilizadas tendo como meta a forma&#231;&#227;o para a cidadania. Trata-se de uma pesquisa participante com nove alunos e dois professores do curso de Ci&#234;ncias Biol&#243;gicas de uma universidade federal brasileira. O modelo de ensino e-CRIA foi constru&#237;do com os professores e foi implementado em uma disciplina optativa. As aulas foram observadas e registradas com anota&#231;&#245;es em di&#225;rios de campo e grava&#231;&#245;es em &#225;udio. Al&#233;m disso, os materiais produzidos foram analisados. Os dados foram coletados e analisados de acordo com m&#233;todos qualitativos. O modelo de ensino desenvolvido pode ser resumido em cinco etapas: escolha das fontes; an&#225;lise da confiabilidade e indaga&#231;&#245;es; an&#225;lise das informa&#231;&#245;es; comunica&#231;&#227;o e reflex&#227;o. Esse modelo foi aplicado para discutir os dilemas relacionados &#224; Transgenia e &#224; Gen&#233;tica do Comportamento com quatro atividades: an&#225;lise de not&#237;cias; produ&#231;&#227;o de not&#237;cias; j&#250;ri simulado e produ&#231;&#227;o de planos de aula. Os alunos atuaram como protagonistas, favorecendo a colabora&#231;&#227;o, o di&#225;logo entre os envolvidos e o desenvolvimento do pensamento cr&#237;tico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The objective of this study is to present e-CRIA, a teaching model developed to stimulate critical thinking, classroom discussions, and student active participation in Science learning. It also intends to discuss e-CRIA applications in Genetics classes at a Biological Sciences course. Critical Science Education involves new approaches to deal with the impacts off scientific and technological advancements, as a way to prepare students to make decisions related to these issues. In this way, different approaches such as Science, Technology, and Society (STS), Socio-Scientific Issues (SSI), and Responsible Research and Innovation (RRI) have been adopted aiming at citizenship education. Nine students and two professors of the Biological Sciences course in a Brazilian Federal University were involved in this participatory research. The e-CRIA teaching model was developed collaboratively with the teachers and implemented in an elective course. Classroom activities were observed and recorded with field notes and audio recordings. In addition, student produced material has been analyzed. Data were analyzed through qualitative methods. The teaching model developed can be summarized in five steps: choice of sources; reliability analysis; information analysis; and communication and reflection. This model was adopted to discuss controversies related with Transgenic and Behavioral Genetics in four activities: news analysis; news production; mock trial, and lesson plans production. Students acted as protagonists, favoring collaboration, dialogue between those involved, and developed critical thinking.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este trabajo tiene como objetivo presentar el modelo e-CRIA, desarrollado para estimular el pensamiento cr&#237;tico, las discusiones y la participaci&#243;n activa de los alumnos en el aprendizaje de las ciencias. Se pretende, adem&#225;s, discutir aplicaciones de ese modelo en una disciplina de Gen&#233;tica del curso de Ciencias Biol&#243;gicas. La Ense&#241;anza de Ciencias Cr&#237;tica presupone otra mirada a los impactos derivados de los avances cient&#237;ficos y tecnol&#243;gicos, favoreciendo la preparaci&#243;n de los estudiantes para tomar decisiones relacionadas con esos temas. En este sentido, diferentes enfoques como Ciencia, Tecnolog&#237;a y Sociedad, Cuestiones Sociocient&#237;ficas e Investigaci&#243;n e Innovaci&#243;n Responsables son utilizadas teniendo como meta la formaci&#243;n para la ciudadan&#237;a. Se trata de una investigaci&#243;n participante con nueve alumnos y dos profesores del curso de Ciencias Biol&#243;gicas de una Universidad Federal brasilera. El modelo de ense&#241;anza e-CRIA fue construido con los profesores e implementado en una disciplina optativa. Las clases fueron observadas y registradas con anotaciones en diarios de campo y grabaciones en audio. Adem&#225;s, fueron analizados los materiales producidos. Los datos se recolectaron y analizaron siguiendo m&#233;todos cualitativos. El modelo de ense&#241;anza desarrollado puede resumirse en cinco etapas: elecci&#243;n de fuentes; an&#225;lisis de confiabilidad e indagaciones; an&#225;lisis de informaci&#243;n; comunicaci&#243;n y reflexi&#243;n. Este modelo fue aplicado para discutir dilemas relacionados a Transg&#233;nica y Gen&#233;tica del Comportamiento con cuatro actividades: an&#225;lisis de noticias; producci&#243;n de noticias; jurado simulado y producci&#243;n de planes de clase. Los alumnos actuaron como protagonistas, favoreciendo la colaboraci&#243;n, el di&#225;logo y el desarrollo del pensamiento cr&#237;tico.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de Genética]]></kwd>
<kwd lng="pt"><![CDATA[Questões Sociocientíficas]]></kwd>
<kwd lng="pt"><![CDATA[Ciência, Tecnologia e Sociedade]]></kwd>
<kwd lng="pt"><![CDATA[Pesquisa e Inovação Responsáveis]]></kwd>
<kwd lng="pt"><![CDATA[ENGAGE]]></kwd>
<kwd lng="en"><![CDATA[Genetics Teaching]]></kwd>
<kwd lng="en"><![CDATA[Socio-Scientific Issue]]></kwd>
<kwd lng="en"><![CDATA[Science, Technology and Society]]></kwd>
<kwd lng="en"><![CDATA[Responsible Research and Innovation]]></kwd>
<kwd lng="en"><![CDATA[ENGAGE]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de Genética]]></kwd>
<kwd lng="es"><![CDATA[Cuestiones Sociocientíficas]]></kwd>
<kwd lng="es"><![CDATA[Ciencia, Tecnología y Sociedad]]></kwd>
<kwd lng="es"><![CDATA[Investigación e Innovación Responsable]]></kwd>
<kwd lng="es"><![CDATA[ENGAGE]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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