<?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]]></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>S1516-73132024000100235</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320240037</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A atuação da comunidade de prática para a ação ativista a partir de Cenários Integradores]]></article-title>
<article-title xml:lang="en"><![CDATA[The role of the community of practice in activist action based on integrative scenarios]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Figueiredo]]></surname>
<given-names><![CDATA[Júlia Martins]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guimarães]]></surname>
<given-names><![CDATA[Thiago Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Massena]]></surname>
<given-names><![CDATA[Elisa Prestes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Santa Cruz (UESC) Departamento de Ciências Exatas ]]></institution>
<addr-line><![CDATA[Ilhéus BA]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo (USP) Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></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>30</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132024000100235&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132024000100235&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132024000100235&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O Cenário Integrador (CI), desenvolvido a partir de temas de relevância social no contexto escolar, apresenta como diferencial a Ação Ativista. Este estudo analisa a influência da Comunidade de Prática na elaboração da Ação Ativista em CI. Foram realizadas entrevistas videogravadas com duas licenciandas pioneiras na implementação de CI em escolas públicas, posteriormente transcritas e analisadas via Análise Textual Discursiva, resultando em: planejamento do Cenário Integrador e o diálogo com a escola e Ação Ativista na realidade da escola e a repercussão na formação do discente. Dificuldades foram apontadas, como a elaboração remota na pandemia, a transição para a implementação presencial com o retorno às escolas em 2022 e, também, poucos estudos na literatura sobre ativismo escolar no Brasil. A Ação Ativista nas comunidades de prática investigadas demonstrou o potencial da escola como ambiente para promover o ativismo sociocientífico, e sua contribuição na formação ativa dos futuros professores e estudantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Activist action is a component of the integrating scenario (IS), focused on socially relevant themes in the school context. This study explores how the IS community of practice influences the development of activist activities. Two undergraduates who played a key role in integrating scenario (IS) into public schools were interviewed, and their insights were recorded on video. After transcribing and analyzing the interviews using textual discourse analysis, two main categories emerged: planning the Integrating Scenario and dialogue with the school, and activist action in the school environment and its impact on student education. The analysis identified several challenges, such as remote preparation during the pandemic, the transition to in-person implementation after schools reopened in 2022, and poor literature on school activism in Brazil. Activist action in the communities of practice investigated demonstrates the school&#8217;s potential as an environment for promoting socio-scientific activism, contributing to the active training of future teachers and students.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação em ciências]]></kwd>
<kwd lng="pt"><![CDATA[Escola pública]]></kwd>
<kwd lng="pt"><![CDATA[Ativismo]]></kwd>
<kwd lng="pt"><![CDATA[Comunidade de prática]]></kwd>
<kwd lng="pt"><![CDATA[Currículo escolar]]></kwd>
<kwd lng="en"><![CDATA[Science education]]></kwd>
<kwd lng="en"><![CDATA[Public school]]></kwd>
<kwd lng="en"><![CDATA[Activism]]></kwd>
<kwd lng="en"><![CDATA[Community of practice]]></kwd>
<kwd lng="en"><![CDATA[School curriculum]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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