<?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>1983-2117</journal-id>
<journal-title><![CDATA[Ensaio Pesquisa em Educação em Ciências]]></journal-title>
<abbrev-journal-title><![CDATA[Ens. Pesqui. Educ. Ciênc.]]></abbrev-journal-title>
<issn>1983-2117</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-21172020000100322</article-id>
<article-id pub-id-type="doi">10.1590/21172020210126</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ENSINO DE CIÊNCIAS COMO CONTROLE DO ESTADO: O CASO DA ALEMANHA NAZISTA]]></article-title>
<article-title xml:lang="es"><![CDATA[ENSEÑANZA DE LAS CIENCIAS COMO CONTROL ESTATAL: EL CASO DE LA ALEMANIA NAZI]]></article-title>
<article-title xml:lang="en"><![CDATA[SCIENCE EDUCATION AS STATE CONTROL: THE CASE OF NAZI GERMANY]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[LOPEZ]]></surname>
<given-names><![CDATA[FELIPE SANCHES]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ORTEGA]]></surname>
<given-names><![CDATA[JOSÉ LUÍS NAMI ADUM]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MATTOS]]></surname>
<given-names><![CDATA[CRISTIANO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo Programa de Pós-Graduação Interunidades em Ensino de Ciências ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo Instituto de Física ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</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>22</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172020000100322&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172020000100322&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172020000100322&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Neste trabalho, identificamos algumas das principais mudanças educacionais promovidas pelo governo alemão anteriormente à II Guerra Mundial. Tais mudanças objetivaram alterar a cultura existente no país, estabelecendo uma visão de mundo unificada baseada nos princípios nazistas, declarados antes mesmo da chegada do Partido Nacional-Socialista ao poder. A pesquisa realizada é de caráter qualitativo, de cunho histórico, e nela buscamos resgatar, com o apoio da metodologia linguística bakhtiniana, as formas típicas enunciativas expressas em materiais educacionais do período pré-guerra. Como resultado, reconhecemos que a educação científica foi transformada em uma educação para a guerra. Os conteúdos científicos estavam contextualizados em situações de guerra e ideais antissemitas. As modificações curriculares aumentaram a carga de disciplinas de condicionamento físico e a separação entre homens e mulheres. Como evidência, apresentamos exemplos de como a esfera política determinou modos de pensar a ciência e seu ensino, por meio de questões e exercícios didáticos introduzidos em materiais didáticos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: En este trabajo, identificamos algunos de los principales cambios educativos promovidos por el gobierno alemán antes de la Segunda Guerra Mundial. Tales cambios tenían como objetivo modificar la cultura existente en el país, estableciendo una cosmovisión unificada basada en los principios nazis declarados incluso antes de que el Partido Nacionalsocialista llegara al poder. La investigación realizada es de carácter cualitativo, de naturaleza histórica, en la que buscamos rescatar, con el apoyo de la metodología lingüística bajtiniana, las formas enunciativas típicas expresadas en materiales educativos del período anterior a la guerra. Como resultado, reconocemos que la educación científica se ha transformado en educación para la guerra. Los contenidos científicos se contextualizaron en situaciones de guerra e ideales antisemitas. Las modificaciones curriculares aumentaron la carga de las disciplinas de preparación física y la separación entre hombres y mujeres. Como evidencia, presentamos ejemplos de cómo la esfera política determinó formas de pensar sobre la ciencia y su enseñanza, a través de preguntas y ejercicios didácticos introducidos en materiales didácticos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: In this article, we have identified some of the main educational changes promoted by the German government before World War II. Such changes aimed to change the existing culture in the country, establishing a unified worldview based on Nazi principles that were declared even before the National Socialist Party came to power. The research conducted is qualitative, of a historical nature, in which we seek to rescue, with the support of the Bakhtinian linguistic methodology, the typical enunciative forms expressed in educational materials from the pre-war period. As a result, we recognize that the science education was transformed into an education for war. The scientific contents were contextualized in situations of war and anti-Semitic ideals. Curricular modifications increased the burden of physical conditioning disciplines and the separation between men and women&#8217;s curricula. As evidence, we present examples of how the political sphere determined ways of thinking about science and its teaching, through questions and didactic exercises introduced in didactic materials.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de ciências]]></kwd>
<kwd lng="pt"><![CDATA[Nazismo]]></kwd>
<kwd lng="pt"><![CDATA[Controle educacional]]></kwd>
<kwd lng="pt"><![CDATA[Bakhtin]]></kwd>
<kwd lng="es"><![CDATA[Currículo]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de las ciencias]]></kwd>
<kwd lng="es"><![CDATA[Nazismo]]></kwd>
<kwd lng="es"><![CDATA[Control educativo]]></kwd>
<kwd lng="es"><![CDATA[Bajtín]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Science teaching]]></kwd>
<kwd lng="en"><![CDATA[Nazism]]></kwd>
<kwd lng="en"><![CDATA[Educational control]]></kwd>
<kwd lng="en"><![CDATA[Bakhtin]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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