<?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>S1983-21172021000100326</article-id>
<article-id pub-id-type="doi">10.1590/1983-21172021230129</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ALFABETIZAÇÃO CIENTÍFICA E DOMÍNIOS DO CONHECIMENTO CIENTÍFICO: PROPOSIÇÕES PARA UMA PERSPECTIVA FORMATIVA COMPROMETIDA COM A TRANSFORMAÇÃO SOCIAL]]></article-title>
<article-title xml:lang="es"><![CDATA[ALFABETIZACIÓN CIENTÍFICA Y DOMINIOS DEL CONOCIMIENTO CIENTÍFICO: PROPOSICIONES PARA UNA PERSPECTIVA FORMATIVA COMPROMETIDA CON LA TRANSFORMACIÓN SOCIAL]]></article-title>
<article-title xml:lang="en"><![CDATA[SCIENTIFIC LITERACY AND DOMAINS OF SCIENTIFIC KNOWLEDGE: PROPOSITIONS FOR A FORMATIVE PERSPECTIVE COMMITTED TO SOCIAL TRANSFORMATION]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[silva]]></surname>
<given-names><![CDATA[Maíra batistoni e]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[sasseron]]></surname>
<given-names><![CDATA[Lúcia helena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo Instituto de Biociências ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo Faculdade de Educação ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></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=S1983-21172021000100326&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172021000100326&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172021000100326&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Desde meados do século passado, o campo da Educação em Ciências vem discutindo e incorporando novos propósitos à ideia de Alfabetização Científica (AC). No atual momento histórico, tem sido defendida uma perspectiva formativa para a AC comprometida com a transformação social. Considerando essa perspectiva, retomamos as ideias já consolidadas na literatura sobre os Eixos Estruturantes (EE) da AC e propomos sua releitura a partir de considerações sobre o ensino de ciências como prática social e sobre os domínios conceitual, epistêmico, material e social do conhecimento científico, com vistas à proposição de um referencial teórico para a área. Na perspectiva da AC apresentada, detectamos a complexidade do segundo EE, visto que ele congrega os diferentes domínios do conhecimento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Desde mediados del siglo pasado, el campo de la Educación en Ciencias sigue discutiendo e incorporando nuevos propósitos a la idea de Alfabetización Científica (AC). En el momento histórico actual se ha defendido una perspectiva formativa para la AC comprometida con la transformación social. En esta perspectiva, retomamos las ideas ya establecidas en la literatura acerca de los Ejes Estructurantes (EE) de la AC y proponemos su relectura basada en las consideraciones acerca de la enseñanza de la ciencia como práctica social y sobre los dominios conceptual, epistémico, material y social del conocimiento científico, con el fin de proponer un marco teórico para el área. Desde la perspectiva de la AC presentada, detectamos la complejidad del segundo EE, ya que reúne los diferentes dominios del conocimiento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Since the 1950&#8217;s, Science Education research area has been discussing and incorporating new purposes to Scientific Literacy (SL). Currently, a formative perspective has been proposed for SL committed to social transformation. From that, the ideas already consolidated in the literature on Structuring Axes (SA) were considered taking into account the domains of scientific knowledge: conceptual, epistemic, material and social. We understand that it could be a theoretical framework for Science Education. From the perspective of the SL presented, we detect the complexity of the second SA, as it encompasses the different domains of knowledge. za de la Ciencia; Ejes Estructurantes; Práctica social.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de Ciências]]></kwd>
<kwd lng="pt"><![CDATA[Eixos Estruturantes]]></kwd>
<kwd lng="pt"><![CDATA[Prática social]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de la Ciencia]]></kwd>
<kwd lng="es"><![CDATA[Ejes Estructurantes]]></kwd>
<kwd lng="es"><![CDATA[Práctica social]]></kwd>
<kwd lng="en"><![CDATA[Science Teaching]]></kwd>
<kwd lng="en"><![CDATA[Structuring Axes]]></kwd>
<kwd lng="en"><![CDATA[Social practice]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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