<?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>S1517-97022020000100565</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202046222995</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A alfabetização científica nos anos iniciais: os indicadores evidenciados por meio de uma sequência didática]]></article-title>
<article-title xml:lang="en"><![CDATA[Scientific literacy in the early years: indicators evidenced by a didactic sequence]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Virginia Roters da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lorenzetti]]></surname>
<given-names><![CDATA[Leonir]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Secretaria Municipal de Educação de Curitiba  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></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>46</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022020000100565&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022020000100565&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022020000100565&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo analisa as contribuições de uma sequência didática acerca da água na promoção da alfabetização científica nos anos iniciais. Uma pesquisa de intervenção pedagógica foi desenvolvida com 24 alunos do ensino fundamental I de uma escola pública de Araucária/PR, durante o segundo semestre de 2016, a qual envolveu a implementação de uma sequência didática com base nos três momentos pedagógicos e a elaboração de mapas conceituais. Uma entrevista semiestruturada foi realizada com os alunos, utilizando os mapas conceituais construídos como base, para que pudessem explicitar os conhecimentos adquiridos durante a sequência didática, subsidiando a análise da presença de indicadores de alfabetização científica. Os resultados apontaram que a implementação da sequência didática concretizou as habilidades necessárias para ser alfabetizado cientificamente, de modo a evidenciar que a escola tem o importante papel de possibilitar o acesso ao conhecimento científico, sendo fundamental que proporcione um processo formativo desde a tenra idade, visando a formar cidadãos críticos e conscientes, que compreendam a linguagem científica e saibam utilizá-la mais ativamente na sociedade. Constatamos que a sequência didática desenvolveu habilidades necessárias para a promoção da alfabetização científica na medida em que propiciou aos alunos a vivência de situações em que eles tiveram de se posicionar, ao colocar em xeque suas concepções prévias acerca das temáticas estudadas, demonstraram a apropriação de diversos conceitos científicos, evidenciando a construção do conhecimento. Para que o aluno se torne um cidadão crítico, consciente perante a sociedade e que assuma uma posição frente a processos e inovações que o afetam diariamente, fazem-se necessárias novas ações e recursos didáticos que auxiliem no incremento da alfabetização científica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article analyzes the contributions of a didactic sequence regarding water in promoting scientific literacy in the early years. A pedagogical intervention research was developed with 24 students from Elemetary public school in Araucária/PR, during the second semester of 2016, involving the implementation of a didactic sequence based on the three pedagogical moments and the elaboration of conceptual maps. A semi-structured interview was conducted with the students, using the concept maps built as a base, so that they could explain the knowledge acquired during the didactic sequence, supporting the analysis of the presence of indicators of scientific literacy. The results showed that the implementation of the didactic sequence materialized the necessary skills to be scientifically literate, showing that the school has the important role of enabling access to scientific knowledge, being fundamental that it provide a formative process from an early age, aiming to form critical and conscious citizens. who understand scientific language and know how to use it more actively in society. We found that the didactic sequence developed skills necessary for the promotion of scientific literacy in that it provided students with the experience of situations in which they had to position themselves, putting in check their previous conceptions about the studied themes, demonstrate the appropriation of several concepts. evidencing the construction of knowledge. In order for the student to become a critical citizen, aware of society and take a stand on processes and innovations that affect him/her daily, new actions and didactic resources are needed to help increase scientific literacy.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Alfabetização científica]]></kwd>
<kwd lng="pt"><![CDATA[Mapas conceituais]]></kwd>
<kwd lng="pt"><![CDATA[Ensino fundamental I]]></kwd>
<kwd lng="en"><![CDATA[Scientific literacy]]></kwd>
<kwd lng="en"><![CDATA[Conceptual maps]]></kwd>
<kwd lng="en"><![CDATA[Elementary education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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