<?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>1516-7313</journal-id>
<journal-title><![CDATA[Ciência & Educação (Bauru)]]></journal-title>
<abbrev-journal-title><![CDATA[Ciência educ.]]></abbrev-journal-title>
<issn>1516-7313</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual Paulista (UNESP)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1516-73132020000100228</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320200031</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Desenvolvimento de Prática Formativa para o Letramento Digital Crítico e Investigação de seus Efeitos em um Grupo de Licenciandos em Química]]></article-title>
<article-title xml:lang="en"><![CDATA[The Development of a Formative Practice for Critical Digital Literacy and an Inquiry into its Effects within a Group of Pre-service Chemistry Teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Bianca Damas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pinheiro]]></surname>
<given-names><![CDATA[Paulo César]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São João del-Rei Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[São João del-Rei MG]]></addr-line>
<country>Brasil</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>26</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132020000100228&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132020000100228&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132020000100228&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Esta pesquisa aborda a investigação de uma intervenção didática sobre letramento digital realizada na formação inicial de professores de química. Os licenciandos interagiram com mídias digitais pré-selecionadas, antes e após a apresentação do modelo teórico adotado. O objetivo foi analisar os efeitos da intervenção para o letramento digital crítico e a pergunta de pesquisa definida foi: quais são os efeitos do modelo e que outros aspectos emergem da prática formativa proposta para o letramento digital crítico dos licenciandos? A intervenção gerou trocas, questionamentos, reflexões e autorreflexões sobre a abordagem das mídias e o modelo agiu como um suporte para aguçar a percepção de suas características operacionais, estruturais, estéticas e éticas, bem como desenvolveu a criticidade e promoveu processos de significação mais íntegros. Apesar de ter ajudado a organizar o conhecimento para o letramento digital, aumentando o interesse e guiando uma análise mais crítica, os licenciandos consideraram o modelo complexo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This research deals with the inquiry of a didactic intervention on digital literacy carried out in chemistry teachers&#8217; pre-service education. The academics interacted with pre-selected digital media, before and after the presentation of the theoretical model. The aim was to analyze the effects of the intervention for critical digital literacy, and the research question was: what are the effects of the model and which other aspects emerge from the formative practice for critical digital literacy of the pre-service teachers? The intervention allowed for exchanges, questions, reflections and self-reflections about the media were approached, and the model acted as a support for sharpening the perception of its operational, structural, esthetic and ethical characteristics. It also developed criticality and promoted more complete signification processes. Even though the model helped organize knowledge for digital literacy, increasing interest and guiding more critical analysis, the pre-service teachers considered the theoretical model complex.]]></p></abstract>
<kwd-group>
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<kwd lng="pt"><![CDATA[Prática formativa]]></kwd>
<kwd lng="en"><![CDATA[Digital literacy]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Formative practice]]></kwd>
</kwd-group>
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