<?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>S1983-21172025000100216</article-id>
<article-id pub-id-type="doi">10.1590/1983-2117-58202</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PERSPECTIVAS EDUCACIONAIS E EDUCAÇÃO EM CIÊNCIAS: UMA ANÁLISE COSMOPOLÍTICA CENTRADA NAS AÇÕES PARTICIPANTES]]></article-title>
<article-title xml:lang="es"><![CDATA[Perspectivas educativas y Educación en Ciencias: un análisis cosmopolítico centrado en las acciones de los participantes]]></article-title>
<article-title xml:lang="en"><![CDATA[Educational Perspectives and Science Education: an cosmopolitical analysis focused on participant actions]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Melo]]></surname>
<given-names><![CDATA[Leonardo Wilezelek Soares de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Paraná  ]]></institution>
<addr-line><![CDATA[União da Vitória Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>27</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-21172025000100216&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-21172025000100216&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-21172025000100216&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: A apropriação das perspectivas educacionais por educadoras e educadores em Ciências tem motivado controvérsias e discussões sobre as diferentes maneiras de se realizar esse processo. A maior parte desses movimentos têm se pautado abordagens psicológicas, sociológicas e filosóficas centradas em ações humanas, restringindo a participação de agentes não-humanos a intermediários coabitantes dos espaços educativos. Neste artigo teórico, me propus a apresentar um quadro analítico dentro do qual as ações dos objetos fossem consideradas como participantes ativas das diferentes maneiras de educar e aprender. Para isso, me baseei em textos clássicos e contemporâneos da Educação e do ensino de Ciências, relendo seu conteúdo a partir de uma perspectiva cosmopolítica dos Estudos de Ciência e Tecnologia (ECT). Como resultado, apresentei considerações em termos didático-pedagógicos e da pesquisa educacional das Ciências, os quais espero que possam se desdobrar em novas iniciativas de investigação]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: La apropiación de las perspectivas educativas por parte de educadores y educadoras en Ciencias ha generado controversias y discusiones sobre las diferentes formas de llevar a cabo este proceso. La mayor parte de estos movimientos se ha basado en enfoques psicológicos, sociológicos y filosóficos centrados en acciones humanas, limitando la participación de agentes no humanos a intermediarios cohabitantes de los espacios educativos. En este artículo teórico, me propuse presentar un marco analítico en el que las acciones de los objetos fueran consideradas como participantes activas de las diferentes formas de educar y aprender. Para ello, me basé en textos clásicos y contemporáneos de la educación y la enseñanza de las Ciencias, reinterpretando estas obras desde una perspectiva cosmopolítica de los Estudios de Ciencia y Tecnología (ECT). Como resultado, presenté consideraciones en términos didáctico-pedagógicos y de investigación educativa en Ciencias, las cuales espero que puedan derivar en nuevas iniciativas de investigación]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The appropriation of educational perspectives by science educators has sparked controversies and discussions about the different ways to carry out this process. Most of these movements have been based on psychological, sociological and philosophical approaches centered on human actions, restricting the participation of non-human agents to intermediaries cohabiting educational spaces. In this article, I aimed to present an analytical framework in which the actions of objects are considered active participants in the various ways of teaching and learning. To achieve this, I drew on classical and contemporary texts in education and science teaching, reinterpreting these works from a Science and Technology Studies (STS) cosmopolitical perspective. As a result, I presented considerations in terms of didactic-pedagogical approaches and science education research, which I hope can unfold into new research initiatives]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Perspectivas educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Estudos de Ciência e Tecnologia]]></kwd>
<kwd lng="pt"><![CDATA[ações participantes]]></kwd>
<kwd lng="es"><![CDATA[Perspectivas educativas]]></kwd>
<kwd lng="es"><![CDATA[Estudios de Ciencia y Tecnología]]></kwd>
<kwd lng="es"><![CDATA[acciones participantes]]></kwd>
<kwd lng="en"><![CDATA[Educational Perspectives]]></kwd>
<kwd lng="en"><![CDATA[Science and Technology Studies]]></kwd>
<kwd lng="en"><![CDATA[participating actions]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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