<?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>0187-893X</journal-id>
<journal-title><![CDATA[Educación química]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. quím]]></abbrev-journal-title>
<issn>0187-893X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Facultad de Química]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0187-893X2020000100010</article-id>
<article-id pub-id-type="doi">10.22201/fq.18708404e.2020.1.70356</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Impactos de um processo formativo na alfabetização científica e tecnológica de licenciandos em química]]></article-title>
<article-title xml:lang="en"><![CDATA[Impacts of a formative process on scientific and technological literacy of undergraduates in chemistry]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Firme]]></surname>
<given-names><![CDATA[Ruth do Nascimento]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Miranda]]></surname>
<given-names><![CDATA[Raphaela Dantas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal Rural de Pernambuco Ensino de Química Departamento de Química]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,aff2  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</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>31</volume>
<numero>1</numero>
<fpage>115</fpage>
<lpage>126</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0187-893X2020000100010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0187-893X2020000100010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0187-893X2020000100010&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste estudo temos o objetivo de identificar impactos de um processo de formação docente fundamentado pela racionalidade prática na Alfabetização Científica e Tecnológica (ACT) de licenciandos em Química. O estudo foi desenvolvido com oito licenciandos matriculados na componente curricular Instrumentação para o Ensino de Química II do Curso de Licenciatura em Química de uma universidade brasileira, adotou abordagens qualitativa e quantitativa dos dados, e seguiu quatro etapas metodológicas: aplicação de questionário antes do processo formativo; desenvolvimento do processo formativo; reaplicação de questionário após o processo formativo; análise dos dados. A partir das análises, identificamos impactos do processo formativo na ACT dos licenciandos, entre eles, destacamos o aumento dos percentuais de concepções plausíveis acerca da Ciência, da Tecnologia, da relação Ciência-Sociedade, e da relação Ciência-Tecnologia-Sociedade e o aumento dos percentuais de concepções ingênuas quanto à relação Ciência-Tecnologia e à relação Tecnologia-Sociedade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this study we aim to identify the impacts of a teacher training process based on practical rationality in the Scientific and Technological Literacy (STL) of Chemistry graduates. The study was developed with eight undergraduates enrolled in the Curriculum Component Instrumentation for Chemistry Teaching II of the Degree in Chemistry from a brazilian university, adopted qualitative and quantitative data approaches, and followed four methodological steps: application of questionnaire before the training process; development of the training process; reapplication of a questionnaire after process; data analysis. From the analysis, we identified impacts of the formative process in the ACT of the undergraduates, among them, we highlight the increase of the percentages of plausible conception about Science, Technology, the Science-Society relation, and the Science-Technology-Society relation and the increase of the percentage of naïve conceptions regarding the Science-Technology relation and the Technology-Society relation.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Alfabetização científica e tecnológica]]></kwd>
<kwd lng="pt"><![CDATA[natureza da ciência e da tecnologia]]></kwd>
<kwd lng="pt"><![CDATA[concepções de licenciandos em Química]]></kwd>
<kwd lng="en"><![CDATA[Scientific and technological literacy]]></kwd>
<kwd lng="en"><![CDATA[nature of science and technology]]></kwd>
<kwd lng="en"><![CDATA[conception of undergraduates in chemistry]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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