<?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>1984-7114</journal-id>
<journal-title><![CDATA[Contrapontos]]></journal-title>
<abbrev-journal-title><![CDATA[Contrapontos]]></abbrev-journal-title>
<issn>1984-7114</issn>
<publisher>
<publisher-name><![CDATA[Univali]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-71142022000100061</article-id>
<article-id pub-id-type="doi">10.14210/contrapontos.v22n1.p61-81</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[EU, HUMANO? PENSANDO A CONSTITUIÇÃO HUMANA A PARTIR DA FICÇÃO CIENTÍFICA COM ESTUDANTES DE ENSINO MÉDIO DE UMA ESCOLA ESTADUAL DE TEMPO INTEGRAL DE CAMPINAS, SP]]></article-title>
<article-title xml:lang="en"><![CDATA[I, HUMAN? THINKING ABOUT THE HUMAN CONSTITUTION FROM SCIENCE FICTION WITH HIGH SCHOOL STUDENTS FROM A FULL-TIME STATE SCHOOL IN CAMPINAS, SP]]></article-title>
<article-title xml:lang="es"><![CDATA[YO, HUMANO? PENSANDO EN LA CONSTITUCIÓN HUMANA DESDE LA CIENCIA FICCIÓN CON ESTUDIANTES DE SECUNDARIA DE UNA ESCUELA ESTATAL DE TIEMPO COMPLETO EN CAMPINAS, SP]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Belo]]></surname>
<given-names><![CDATA[João Pedro de Almeida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arnt]]></surname>
<given-names><![CDATA[Ana de Medeiros]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<volume>22</volume>
<numero>1</numero>
<fpage>61</fpage>
<lpage>81</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-71142022000100061&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-71142022000100061&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-71142022000100061&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Neste artigo, analisou-se como estudantes de Ensino Médio, de uma Escola Estadual de Tempo Integral do município de Campinas, definem características humanas a partir de um conjunto de atividades da disciplina eletiva nomeada Eu, humano? Ciência e Ficção Científica. Ao longo da disciplina, foi proposta uma construção de um conto de ficção científica futurista interativo, inspirado em um conto de Bruce Sterling, em que os estudantes eram personagens da história. Dentre as interações, eles deveriam construir um clone e falar sobre as suas características. Durante esta atividade, os estudantes apontaram características semelhantes ou diferentes entre eles e seus clones. Além disso, os estudantes conceituaram os clones como humanos ou não humanos. Apesar de a maioria dos estudantes compreender que os clones são seres humanos, não houve unanimidade acerca do que define o clone como humano, variando entre delimitações anatômicas e fisiológicas (possuir pele, olhos cabelos, comer, dormir), cognitivas (capacidade de aprendizado e de pensar), até personalidade (desejo de dançar, cantar, ser bravo, extrovertido). Considera-se importante haver espaços escolares que consigam inserir debates acerca de novas tecnologias científicas, a fim de proporcionar aos estudantes aprofundamento e compreensão sobre como a ciência se faz presente no cotidiano e alguns efeitos quanto às definições de ser humano para além das delimitações orgânicas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: In this article, we analyze how high school students from a Full-Time Public School in the city of Campinas define human characteristics based on a set of activities in the elective course named I, human? Science and Science Fiction. Throughout the course, we proposed a construction of an interactive futuristic science fiction tale, inspired by a Bruce Sterling tale, in which students were characters in the story. Among interactions, they should build a clone and talk about its characteristics. During this activity, students pointed out similar or different characteristics between themselves and their clones. In addition, students conceptualized the clones as either human or non-human. Although most students understand that clones are human beings, there was no unanimity about what defines the clone as human, ranging from anatomical and physiological boundaries (skin, eyes, hair, eating, sleeping), cognitive (ability to learn and to think), even personality (desire to dance, sing, be brave, extrovert). We consider it important to have a place in school that are able to introduce debates about new scientific technologies, in order to provide students with a deeper understanding of how science is present in our daily lives and some effects on the definitions of human beings beyond organic boundaries.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En este artículo analizamos cómo los estudiantes de secundaria de una Escuela Estatal de Tiempo Completo en la ciudad de Campinas definen las características humanas a partir de un conjunto de actividades de la disciplina electiva denominada eu, ¿humano? Ciencia y Ficción científica. A lo largo del curso, propusimos la construcción de un cuento de ciencia ficción futurista interactivo, inspirado en un cuento de Bruce Sterling, en el que los estudiantes eran personajes de la historia. Entre las interacciones, ya deberían construir un clon y hablar sobre sus características. Durante esta actividad, los estudiantes señalaron características similares o diferentes entre ellos y sus clones. Además, los estudiantes conceptualizaron los clones como humanos o no humanos. Aunque la mayoría de los estudiantes entienden que los clones son seres humanos, no hubo unanimidad sobre lo que define al clon como humano, que van desde los límites anatómicos y fisiológicos (tener piel, ojos, cabello, comer, dormir), cognitivos (aprender y pensar), incluso personalidad (ganas de bailar, cantar, ser valiente, extrovertido). Consideramos importante contar con espacios escolares que sean capaces de introducir debates sobre nuevas tecnologías científicas, con el fin de brindar a los estudiantes una comprensión más profunda de cómo la ciencia está presente en nuestra vida cotidiana y algunos efectos en las definiciones de ser humano más allá de los límites orgánicos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[ensino médio]]></kwd>
<kwd lng="pt"><![CDATA[ser humano]]></kwd>
<kwd lng="pt"><![CDATA[ficção científica]]></kwd>
<kwd lng="en"><![CDATA[High School]]></kwd>
<kwd lng="en"><![CDATA[Human]]></kwd>
<kwd lng="en"><![CDATA[Science Fiction]]></kwd>
<kwd lng="es"><![CDATA[Bachillerato]]></kwd>
<kwd lng="es"><![CDATA[Ser Humano]]></kwd>
<kwd lng="es"><![CDATA[Ciencia Ficción]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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