<?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>S1517-97022023000100641</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202349250644</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Esquentando o debate: análise de temas sociocientíficos controversos selecionados por licenciandos em visitas a museus]]></article-title>
<article-title xml:lang="en"><![CDATA[Heating up the debate: analysis of controversial socio-scientific issues selected by undergraduates during visits to museums]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marandino]]></surname>
<given-names><![CDATA[Martha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leite]]></surname>
<given-names><![CDATA[Eduardo Dantas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Colombo Junior]]></surname>
<given-names><![CDATA[Pedro Donizete]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do ABC  ]]></institution>
<addr-line><![CDATA[Santo André São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,- Universidade Federal do Triângulo Mineiro  ]]></institution>
<addr-line><![CDATA[Uberaba Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>49</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022023000100641&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022023000100641&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022023000100641&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A abordagem das chamadas Questões Sociocientíficas Controversas (QScC) e das relações entre Ciência, Tecnologia, Sociedade e Ambiente (CTSA) tem sido fortemente recomendada por pesquisas em educação em ciências. Ao permitirem trabalhar aspectos sociais, políticos, históricos, econômicos e morais, tais questões podem contribuir para a compreensão da natureza do conhecimento científico, favorecendo processos de alfabetização científica e de formação de professores. Os museus de ciências, por sua vez, também têm se mostrado locais promissores para essas discussões, pois agregam grande potencial na promoção de educação científica que realce as relações CTSA e as QScC. Este artigo analisa a escolha de temas e conteúdos por licenciandos do curso de licenciatura em Ciências Biológicas da USP, ao planejarem atividades após visitarem dois museus de ciências de São Paulo. A pesquisa é de natureza qualitativa e exploratória e envolveu planejamento das saídas de sala de aula, acompanhamento dos alunos durante as visitas e, posteriormente, análise das atividades produzidas, buscando identificar quais os conteúdos selecionados e de que forma estes fazem uma articulação com CTSA e QScC. Dentre os resultados, foi possível identificar temáticas que possuem potencial para intensificar o debate das controvérsias sociocientíficas em sala de aula e nos museus, apresentando um conhecimento científico em construção e envolto por fatores sociais, morais, éticos, políticos e históricos. Além disso, foi possível verificar como os licenciandos constroem suas atividades, escolhendo temas para além dos presentes nas exposições e, ao mesmo tempo, ampliando as possibilidades dentro do que as exposições apresentam.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The approach of controversial Socio-Scientific Issues (SSI) and the relations between Science, Technology, Society and Environment (STSE) has been strongly recommended by research in science education. Through social, political, historical, economic and moral aspects, these issues can contribute to understanding the nature of scientific knowledge, favoring processes of scientific literacy and teacher training. Science museums, in turn, have also proved to be promising places for these discussions, as they add great potential in promoting scientific education that enhances STSE and SSI relations. This article analyzes the choice of themes and content by undergraduate students in Biological Sciences at University of São Paulo, when planning activities after visiting two science museums in São Paulo. This is a qualitative and exploratory research and involved planning out of school activities, student monitoring during visits, and, subsequently, analysis related to the activities produced, seeking to identify which contents were selected and how they articulate with STSE and SSI. Among the results, it was possible to identify themes that have the potential to heat up the debate of socioscientific controversies in the classroom and in museums, presenting scientific knowledge under construction and surrounded by social, moral, ethical, political, and historical factors. In addition, it was also possible to verify how the undergraduates build their activities, choosing topics beyond those present in the exhibitions and, at the same time, expanding the possibilities within what the exhibitions present.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[CTSA]]></kwd>
<kwd lng="pt"><![CDATA[Museus de ciências]]></kwd>
<kwd lng="pt"><![CDATA[Controvérsias sociocientíficas]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[STSE]]></kwd>
<kwd lng="en"><![CDATA[Science museums]]></kwd>
<kwd lng="en"><![CDATA[Socio-scientific issue]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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