<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762024000100200</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2024v22e60406</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Perspectivas Freireanas no Currículo de Ciências: a Alfabetização Didático-Científica do Professor de Ciências do Ensino Fundamental - Anos Iniciais]]></article-title>
<article-title xml:lang="en"><![CDATA[Freirean Perspectives on the Curriculum of Science: the Didactic-Scientific Literacy of the Basic Education Science Teacher - Early Years]]></article-title>
<article-title xml:lang="es"><![CDATA[Perspectivas Freireanas en el Currículo de Ciencias: la Alfabetización Didáctico-Científica del Profesor de Ciencias de la Escuela Primaria - Early Years]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araújo]]></surname>
<given-names><![CDATA[Luiz Carlos Marinho de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Justina]]></surname>
<given-names><![CDATA[Lourdes Aparecida Della]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Marco Antonio Batista]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Oeste do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual do Oeste do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual do Oeste do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</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>22</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762024000100200&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762024000100200&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762024000100200&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A inserção do professor de Ciências em formações permanentes tem se apresentado propícia à superação do silenciamento presente no ensino de Ciências. Neste estudo, objetiva-se ampliar as discussões acerca do currículo para o ensino de Ciências, ancorando-nos na epistemologia freireana a partir da alfabetização didático-científica do professor de Ciências do Ensino Fundamental - Anos Iniciais. O estudo qualitativo adotou a investigação-ação como metodologia e os instrumentos: dinâmica e discursos dos docentes participantes da pesquisa. Os dados foram examinados pela Análise do Discurso Freireana. Por resultado, constatamos a presença das visões de currículo: simplista e ampliada. Mediante um olhar ampliado, evidenciaram-se três perspectivas freireanas: diálogo, criticidade e contexto. Identificamos ainda a necessidade de formação permanente para os professores de Ciências que abarque os campos do currículo e da alfabetização didático-científica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The input of the Science teacher in permanent training has shown to be favorable to the overcoming of the silencing present in Science teaching. In this study, the aim is to expand the discussions around the Curriculum for Science teaching, anchoring ourselves on the freirean epistemology stemming from the Didactic-Scientific Literacy of the Basic Education Science teacher - Early Years. The qualitative study adopted the Action research as methodology and the tools: dynamic and discourse of the research&#8217;s participating faculty. The data was analyzed through Freirean Discourse Analysis. As a result, we noticed the presence of the views of Curriculum: simplistic and expanded. Through an expanded view, three freirean perspectives were highlighted: dialogue, criticality and context. We also identified the need for permanent training for Science teachers that encompasses the fields of the Curriculum and the Didactic-Scientific Literacy.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La inserción del profesor de Ciencias en formaciones permanentes ha sido propicia para superar el silenciamiento presente en la enseñanza de las Ciencias. Este estudio tiene como objetivo ampliar las discusiones sobre el Currículo para la enseñanza de las Ciencias, anclándonos en la epistemología freireana desde la Alfabetización Didáctico-Científica del profesor de Ciencias de la Escuela Primaria - Primeros Años. El estudio cualitativo adoptó la Investigación Acción como metodología e instrumentos: dinámicas y discursos de los profesores participantes de la investigación. Los datos fueron analizados mediante el Análisis del Discurso Freireano. Como resultado, encontramos la presencia de las visiones del Currículo: simplistas y ampliadas. A través de una visión ampliada, se evidenciaron tres perspectivas freireanas: diálogo, criticidad y contexto. También identificamos la necesidad de una formación permanente para profesores de ciencias que cubra los campos del Currículo y la Alfabetización Didáctico-Científica.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[ensino de Ciências]]></kwd>
<kwd lng="pt"><![CDATA[formação permanente]]></kwd>
<kwd lng="pt"><![CDATA[epistemologia freireana]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[Science teaching]]></kwd>
<kwd lng="en"><![CDATA[permanent training]]></kwd>
<kwd lng="en"><![CDATA[freirean epistemology]]></kwd>
<kwd lng="es"><![CDATA[currículo]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de Ciencias]]></kwd>
<kwd lng="es"><![CDATA[formación permanente]]></kwd>
<kwd lng="es"><![CDATA[epistemología freireana]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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