<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062024000200107</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v34.n.68.s18643</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Cidadania nas políticas de currículo da educação em ciências: conduta padrão, diferença e hospitalidade incondicional]]></article-title>
<article-title xml:lang="en"><![CDATA[Citizenship in science education curriculum policies: standard conduct, difference and unconditional hospitality]]></article-title>
<article-title xml:lang="es"><![CDATA[Ciudadanía en las políticas curriculares de la educación en las ciencias: conducta estándar, diferencia y hospitalidad incondicional]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pimentel Júnior]]></surname>
<given-names><![CDATA[Clívio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal de Sergipe  ]]></institution>
<addr-line><![CDATA[Aracaju Sergipe]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>34</volume>
<numero>68</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062024000200107&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062024000200107&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062024000200107&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O propósito deste artigo é problematizar as configurações discursivas que entrelaçam as significações de participação social, de conhecimento científico e de exercício da cidadania na política padrão da Base Nacional Comum Curricular (BNCC), focalizando a área de Ciências da Natureza e suas Tecnologias voltada ao Ensino Médio. Partindo de uma implicação epistemológica pós-estrutural discursiva, lança mão das meditações desconstrutivas de Derrida, sobretudo da noção filosófica de hospitalidade incondicional e seu comprometimento com a alteridade radical, para pensar as implicações curriculares do que pode significar a instituição de padrões de aprendizagem para o uso social do conhecimento científico na política da BNCC voltada à educação em ciências. Nesse itinerário, ao aprofundar a discussão sobre a diferença na teorização curricular, desenvolve o argumento de que a fixação pragmática da relação entre o conhecimento científico, a participação social, o exercício da cidadania e a consequente projeção de padrões comportamentais aos sujeitos conduz a pensar no gesto universalista em instituir conduta padrão por meio da aprendizagem escolar de ciências. Defende-se que a noção de hospitalidade incondicional, ao colocar a relação infinita com a alteridade inesperada e a abertura do currículo à diferença no centro do debate, possibilita, ao mesmo tempo, problematizar os limites da representação universalista da identidade cidadã na política de currículo da BNCC, como também pensar em uma política não determinista de currículo, de conhecimento e de participação social, provocando rachaduras nas operações discursivas que circunscrevem padrões sobre o que significa ser cidadão na educação em ciências.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The purpose of this article is to problematize the discursive configurations that intertwine the meanings of social participation, scientific knowledge and the exercise of citizenship in the standard policy of the Base Nacional Comum Curricular (BNCC), focusing on the area of Natural Sciences and its Technologies aimed at High school. Starting from a discursive post-structural epistemological implication, it makes use of Derrida&#8217;s deconstructive meditations, above all the philosophical notion of unconditional hospitality and his commitment to radical alterity, to think about the curricular implications of the institution of learning standards for the social use of scientific knowledge in the BNCC policy aimed at science education. In this itinerary, by deepening the discussion about the difference in curricular theorizing, it develops the argument that the pragmatic fixation of the relationship between scientific knowledge, social participation, the exercise of citizenship, and the consequent projection of behavioral patterns to the subjects, leads to think of the universalist gesture of instituting standard conduct through school science learning. It is argued that the notion of unconditional hospitality, by placing the infinite relationship with unexpected alterity and the opening of the curriculum to difference at the center of the debate, makes it possible, at the same time, to problematize the limits of the universalist representation of citizen identity in curriculum policy of the BNCC, as well as thinking about a non deterministic curriculum, knowledge and social participation policy, causing cracks in the discursive operations that circumscribe standards about what it means to be a citizen in science education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El propósito de este artículo es problematizar las configuraciones discursivas que entrelazan los significados de la participación social, el conocimiento científico y el ejercicio de la ciudadanía en la política estándar de la Base Curricular Comum Nacional (BNCC), centrándose en el área de Ciencias Naturales y sus Tecnologías dirigidas al bachillerato. Partiendo de una implicación epistemológica posestructural discursiva, se vale de las meditaciones deconstructivas de Derrida, sobre todo de la noción filosófica de la hospitalidad incondicional y su compromiso con la alteridad radical, para pensar las implicaciones curriculares de lo que puede significar la institución de los estándares de aprendizaje para el uso social del conocimiento científico en la política de la BNCC dirigida a la enseñanza de las ciencias. En este itinerario, al profundizar la discusión sobre la diferencia en la teorización curricular, desarrolla el argumento de que la fijación pragmática de la relación entre el conocimiento científico, la participación social, el ejercicio de la ciudadanía y la consecuente proyección de patrones de conducta a los sujetos lleva a pensar en el gesto universalista de instituir conducta estándar a través del aprendizaje escolar de las ciencias. Se argumenta que la noción de hospitalidad incondicional, al colocar en el centro del debate la relación infinita con la alteridad inesperada y la apertura del currículo a la diferencia, permite, al mismo tiempo, problematizar los límites de la representación universalista de identidad ciudadana en la política curricular de la BNCC, así como pensar en una política no determinista de currículum, de conocimiento y de participación social, provocando fisuras en las operaciones discursivas que circunscriben estándares sobre lo que significa ser ciudadano en la enseñanza de las ciencias.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Cidadania]]></kwd>
<kwd lng="pt"><![CDATA[Diferença]]></kwd>
<kwd lng="pt"><![CDATA[Educação em Ciências]]></kwd>
<kwd lng="pt"><![CDATA[Hospitalidade incondicional]]></kwd>
<kwd lng="pt"><![CDATA[Políticas de currículo]]></kwd>
<kwd lng="en"><![CDATA[Citizenship]]></kwd>
<kwd lng="en"><![CDATA[Difference]]></kwd>
<kwd lng="en"><![CDATA[Science education]]></kwd>
<kwd lng="en"><![CDATA[Unconditional hospitality]]></kwd>
<kwd lng="en"><![CDATA[Curriculum policies]]></kwd>
<kwd lng="es"><![CDATA[Ciudadanía]]></kwd>
<kwd lng="es"><![CDATA[Diferencia]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de las Ciencias]]></kwd>
<kwd lng="es"><![CDATA[Hospitalidad incondicional]]></kwd>
<kwd lng="es"><![CDATA[Políticas curriculares]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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