<?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>S1983-21172021000100319</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172021230121</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Panorama e Análise de Períodos e Abordagens da Educação em Saúde no Contexto Escolar Brasileiro]]></article-title>
<article-title xml:lang="es"><![CDATA[Panorama general y análisis de períodos y enfoques de la educación para la salud en el contexto escolar brasileño]]></article-title>
<article-title xml:lang="en"><![CDATA[Overview and analysis of periods and approaches to health education in the Brazilian school context]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Venturi]]></surname>
<given-names><![CDATA[Tiago]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mohr]]></surname>
<given-names><![CDATA[Adriana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Paraná Departamento de Educação, Ensino e Ciências ]]></institution>
<addr-line><![CDATA[Palotina PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Catarina Departamento de Metodologia de Ensino ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brazil</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>23</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172021000100319&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172021000100319&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172021000100319&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Este ensaio tem o objetivo de compilar um panorama de concepções, ações e tendências da Educação em Saúde no contexto escolar brasileiro, analisar e discutir suas implicações para compreender situações e desafios presentes neste campo de pesquisa e práticas. Uma revisão de literatura auxiliou a identificar duas abordagens distintas para a Educação em Saúde na escola: uma normativa e comportamentalista e outra reflexiva, voltada para a construção de conhecimentos. Essas abordagens são consequência de como a área da saúde adentrou à escola ao longo do tempo. Discutimos a importância de abordagens reflexivas e pedagógicas na Educação em Saúde para a alfabetização científica, especialmente em tempos de pandemia de Covid-19 e negacionismo científico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: El objetivo de este ensayo es recopilar un panorama de concepciones, acciones y tendencias de la Educación para la Salud en el contexto escolar brasileño, analizar y discutir sus implicaciones para la comprensión de situaciones y desafíos presentes en este campo de investigación y prácticas. Una revisión de literatura ayudó a identificar dos enfoques distintos de la educación para la salud en la escuela: un enfoque normativo y conductual y uno reflexivo, dirigido a la construcción de conocimientos. Esos enfoques son una consecuencia de cómo el área de la salud ha ingresado a la escuela a lo largo del tiempo. Discutimos la importancia de los enfoques reflexivos y pedagógicos en la educación para la salud para la alfabetización científica, especialmente en tiempos de la pandemia de Covid-19 y el negacionismo científico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This essay aims to present an overview of the conceptions, actions, and trends of Health Education in the Brazilian school context, and to analyze and to discuss its implications in order to understand the challenges posed by this field and in its practice. A literature review led to the recognition two distinct approaches to Health Education at school: a normative and behavioralist and other reflective, towards the knowledge building. These approaches are a consequence from the way health education has been integrated into school along the years. We hope to contribute to stress the importance of reflective and educational approaches to Health Education for scientific literacy, especially in times of Covid-19 pandemic and scientific negationism.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Promoção da Saúde]]></kwd>
<kwd lng="pt"><![CDATA[Escola]]></kwd>
<kwd lng="pt"><![CDATA[História]]></kwd>
<kwd lng="es"><![CDATA[Promoción de la salud]]></kwd>
<kwd lng="es"><![CDATA[Escuela]]></kwd>
<kwd lng="es"><![CDATA[Historia]]></kwd>
<kwd lng="en"><![CDATA[Health Promotion]]></kwd>
<kwd lng="en"><![CDATA[School]]></kwd>
<kwd lng="en"><![CDATA[History]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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