<?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>1983-2117</journal-id>
<journal-title><![CDATA[Ensaio Pesquisa em Educação em Ciências]]></journal-title>
<abbrev-journal-title><![CDATA[Ens. Pesqui. Educ. Ciênc.]]></abbrev-journal-title>
<issn>1983-2117</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-21172020000100335</article-id>
<article-id pub-id-type="doi">10.1590/21172020210133</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[EDUCAÇÃO EM CIÊNCIAS NA PERSPECTIVA DA TEORIA DA SOCIEDADE DO CONHECIMENTO DE NICO STEHR]]></article-title>
<article-title xml:lang="es"><![CDATA[EDUCACIÓN EN CIENCIAS EN LA PERSPECTIVA DE LA TEORÍA DE LA SOCIEDAD DEL CONOCIMIENTO DE NICO STEHR]]></article-title>
<article-title xml:lang="en"><![CDATA[SCIENCE EDUCATION IN THE PERSPECTIVE OF THE KNOWLEDGE SOCIETY THEORY OF NICO STEHR]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[FREITAS]]></surname>
<given-names><![CDATA[MARINA DE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[HEIDEMANN]]></surname>
<given-names><![CDATA[LEONARDO ALBUQUERQUE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ARAUJO]]></surname>
<given-names><![CDATA[IVES SOLANO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul Programa de Pós-graduação em Ensino de Física ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul Grupo de Pesquisa em Ensino de Física ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brazil</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>22</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172020000100335&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172020000100335&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172020000100335&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: A Abordagem CTS tem se preocupado com as implicações dos estudos sobre as relações entre Ciência, Tecnologia e Sociedade (CTS) na área de ensino de ciências. Nessa perspectiva, o ensino deve se basear numa visão de ciência como processo social, assumindo que o desenvolvimento científico e tecnológico não é neutro. Com o objetivo de ampliar os horizontes da área quanto às discussões contemporâneas sobre a função social do conhecimento, especialmente o conhecimento científico-tecnológico, o presente artigo tem como objetivo apresentar a Teoria da Sociedade do Conhecimento, na acepção do sociólogo Nico Stehr, como um referencial teórico possível para a análise sociológica do papel do conhecimento nas sociedades modernas e apresentar as potencialidades dessa teoria para o ensino de ciências.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: El enfoque CTS se preocupa por las implicaciones de los estudios acerca de las relaciones entre Ciencia, Tecnología y Sociedad (CTS) en el área de la enseñanza de ciencias. En esa perspectiva, la enseñanza debe basarse en una visión de ciencias como proceso social, considerando que el desarrollo científico y tecnológico no es neutro. Con el objetivo de ampliar los horizontes del área con relación a las discusiones contemporáneas acerca de la función social del conocimiento, especialmente el conocimiento científico-tecnológico, este artículo tiene el objetivo de presentar la Teoría de la Sociedad del Conocimiento, acepción del sociólogo Nico Stehr, como un marco teórico posible para el análisis sociológico del rol del conocimiento en las sociedades modernas y presentar las potencialidades de esa teoría para la enseñanza de ciencias.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The STS Approach has been focused on the studies implications about the relations between Science, Technology, and Society (STS) on science teaching. From this perspective, education should be based on a view of science as a social process, assuming that scientific and technological development is not neutral. The purpose of this article is to present the Knowledge Society Theory, in the sense of sociologist Nico Stehr, as a possible theoretical framework for the sociological analysis of the role of knowledge in modern societies, and present the potentialities of his theory for science education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[CTS]]></kwd>
<kwd lng="pt"><![CDATA[Sociedade do Conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de ciências]]></kwd>
<kwd lng="es"><![CDATA[CTS]]></kwd>
<kwd lng="es"><![CDATA[Sociedad del Conocimiento]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de ciencias]]></kwd>
<kwd lng="en"><![CDATA[STS]]></kwd>
<kwd lng="en"><![CDATA[Science Education]]></kwd>
<kwd lng="en"><![CDATA[Knowledge Society]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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