<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022018000100431</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634201712170831</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Alfabetização científica, criança e espaços de educação não formal: diálogos possíveis]]></article-title>
<article-title xml:lang="en"><![CDATA[Scientific literacy, child and non-formal education settings: possible dialogues]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marques]]></surname>
<given-names><![CDATA[Amanda Cristina Teagno Lopes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marandino]]></surname>
<given-names><![CDATA[Martha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo Faculdade de 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>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<volume>44</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022018000100431&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022018000100431&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022018000100431&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo tem por objetivo discutir, do ponto de vista teórico, as possíveis interações entre alfabetização científica (AC), criança e educação não formal (ENF). A questão da pesquisa pode ser sintetizada na seguinte formulação: Do ponto de vista conceitual, quais inter-relações podem ser estabelecidas entre alfabetização científica, criança e educação não formal? Para tal, realizou-se estudo exploratório a partir de pesquisa bibliográfica sobre o tema. Defende-se a alfabetização científica como processo que ocorre dentro e fora da escola e que implica: i) a promoção de diálogos e aproximações entre a cultura experiencial dos indivíduos e a cultura científica; ii) a apropriação de saberes relacionados a termos e conceitos científicos, à natureza da ciência, às relações entre ciência, tecnologia e sociedade; iii) a promoção de condições necessárias à realização de leituras críticas da realidade, à participação no debate público, à tomada de decisão responsável, à intervenção social em uma perspectiva emancipadora e de inclusão social. Na discussão, aponta-se para a necessidade de integrar a criança às ações desenvolvidas em espaços de ENF que visem à ampliação das possibilidades de AC da população, entendendo-a como processo, objetivo educativo e direito. O direito da criança à AC não pode representar a negação do direito à vivência da(s) infância(s); a aproximação à cultura científica não significa a supressão das culturas da(s) infância(s), mas a ampliação destas, o que pode ser potencializado via ENF.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to discuss, from a theoretical point of view, the possible interactions between scientific literacy (SL), child and non-formal education (NFE). The research question can be summarized in the following formulation: From the conceptual point of view, what interrelations can be established between scientific literacy, the child and non-formal education? For that, an exploratory study was carried out based on bibliographic research. Scientific literacy is advocated as a process that takes place inside and outside the school and implies: i) conducting dialogues and approaches between the individual&#8217;s experiential culture and scientific culture; ii) appropriating knowledge related to scientific terms and concepts, nature of science, and relations between science, technology and society; iii) fostering the necessary conditions for critical analysis of reality, participation in the public debate, responsible decision-making, and social intervention in an emancipation and social inclusion perspective. The discussion points out the need to integrate the child to SL actions developed in NFE settings, as SL is seen as a process, an educational objective and a right. The children´s right to SL does not mean declining their right to enjoy their childhood(s); approaching them to scientific culture does not mean suppressing childhood(´s) culture(s), but expanding them, something that can be enhanced through IE.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Alfabetização científica]]></kwd>
<kwd lng="pt"><![CDATA[Criança]]></kwd>
<kwd lng="pt"><![CDATA[Educação não formal]]></kwd>
<kwd lng="en"><![CDATA[Scientific literacy]]></kwd>
<kwd lng="en"><![CDATA[Child]]></kwd>
<kwd lng="en"><![CDATA[Non-formal education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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