<?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>S1516-73132024000100252</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320240054</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Aprender agindo: iniciativas de ativismo sociopolítico em práticas educativas de Ciências]]></article-title>
<article-title xml:lang="en"><![CDATA[Learning by acting: Sociopolitical activism initiatives in science education practices]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bonfim]]></surname>
<given-names><![CDATA[Carolina Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Strieder]]></surname>
<given-names><![CDATA[Roseline Beatriz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reis]]></surname>
<given-names><![CDATA[Pedro Guilherme Rocha dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Brasília Instituto de Química Programa de Pós-graduação em Educação em Ciências]]></institution>
<addr-line><![CDATA[Brasília DF]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Catarina Instituto de Física ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Lisboa Instituto de Educação ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</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=S1516-73132024000100252&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132024000100252&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132024000100252&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Demandas da contemporaneidade, aliadas a problemas históricos enfrentados pela educação científica, têm levado pesquisadores a repensar o ensino de Ciências, em especial, a abordagem das relações ciência-sociedade. Nesse âmbito, um dos caminhos sugeridos é o ativismo sociopolítico (ASP), que possibilita aos estudantes atuarem como agentes centrais de mudanças sociais. Diante disso, a presente investigação objetiva caracterizar e compreender práticas educativas fundamentadas pelo ativismo. Para tal, conduzimos um levantamento de dissertações voltadas à temática, em contexto português, reconhecido por sua expertise na área. Para o exame do corpus, utilizamos princípios da Análise Textual Discursiva, dos quais emergiram três categorias que culminam em três níveis de ASP. De certa forma, as categorias abarcam compreensões sobre os fins da educação científica e sobre ciência, em suas relações com a tecnologia e a sociedade. Consideramos que este estudo propicia noções de como práticas e teoria se articulam, além de perspectivas para o desenvolvimento do ativismo em aulas de ciências.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Researchers are reevaluating science education, particularly its relationship to technology, in order to satisfy current and historical demands. As a result, we propose including socio-political action, as it is widely thought that students play an important role in societal transformation. The objective of this paper is to describe and comprehend activism-based teaching techniques. To accomplish this, we examined master&#8217;s theses on activism-based pedagogical approaches established in Portugal, considering the expertise of scholars from that country. The corpus was analyzed using textual discourse analysis, which resulted in three groups with three levels. These categories include information about the purposes of science education and its links to technology and society. This study gives useful information on how practices and theories are expressed, in addition to perspectives on the development of activism in science classes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ação sociopolítica]]></kwd>
<kwd lng="pt"><![CDATA[Questões sociocientíficas]]></kwd>
<kwd lng="pt"><![CDATA[Educação CTS]]></kwd>
<kwd lng="pt"><![CDATA[Pesquisa bibliográfica]]></kwd>
<kwd lng="pt"><![CDATA[Educação científica]]></kwd>
<kwd lng="en"><![CDATA[Sociopolitical action]]></kwd>
<kwd lng="en"><![CDATA[Sociocientific issues]]></kwd>
<kwd lng="en"><![CDATA[STS Education]]></kwd>
<kwd lng="en"><![CDATA[Bibliographic research]]></kwd>
<kwd lng="en"><![CDATA[Scientific education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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