<?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>S1516-73132025000100201</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320250003</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A percepção do aluno sobre o que é ser aluno: escutas no espaço escolar e suas implicações no Ensino de Física]]></article-title>
<article-title xml:lang="en"><![CDATA[Students' perceptions of what it means to be a student: Listening in the school environment and its implications for physics teaching]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Januário]]></surname>
<given-names><![CDATA[Maria Derlandia de Araújo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Massoni]]></surname>
<given-names><![CDATA[Neusa Teresinha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Regional do Cariri Departamento de Física ]]></institution>
<addr-line><![CDATA[Juazeiro do Norte CE]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul Instituto de Física ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>31</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132025000100201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132025000100201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132025000100201&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo apresenta escutas realizadas com jovens no espaço escolar, sob a lente teórica de Gimeno Sacristán, que vê o aluno como uma construção social, e análises que buscam identificar reflexos na educação científica. Realizamos rodas de conversas com turmas do 3º ano do Ensino Médio em uma escola pública no estado do Rio Grande do Sul, visando compreender como percebem o que é ser aluno. Por meio da análise de conteúdo, observamos que os estudantes associam o bom aluno à disciplina, à participação e ao cumprimento de regras, enquanto se veem como jovens com múltiplos interesses. A escuta se mostrou essencial para alcançar uma integração em sala de aula, incitar reflexões críticas sobre seu papel, estreitar laços de confiança entre professor e aluno, e se configura como um caminho proveitoso para estimular a participação ativa em dinâmicas argumentativas no compartilhamento do conhecimento científico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article features interviews with young individuals in a school setting, examined via the theoretical lens of Gimeno Sacristán, who perceives the student as a social construct and analyzes them to identify reflections in science education. We conducted focus groups with third-year high school students at a public school in Rio Grande do Sul to ascertain their perceptions of student identity. Content analysis revealed that students equate being good students with discipline, involvement, and adherence to regulations while seeing themselves as young people with diverse interests. Listening was found to be essential for promoting integration in the classroom, encouraging critical reflection on their roles, building trust between teachers and students, and proving to be a fruitful way to stimulate active participation in the argumentative dynamics of sharing scientific knowledge.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Secondary education]]></kwd>
<kwd lng="en"><![CDATA[Scientific knowledge]]></kwd>
<kwd lng="en"><![CDATA[Student self-perception.]]></kwd>
<kwd lng="pt"><![CDATA[Ensino médio]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento científico]]></kwd>
<kwd lng="pt"><![CDATA[Autopercepção do aluno.]]></kwd>
</kwd-group>
</article-meta>
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