<?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>S0187-893X2024000100077</article-id>
<article-id pub-id-type="doi">10.22201/fq.18708404e.2024.1.85297</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Análise de uma sequência de ensino-aprendizagem com abordagem ciência-tecnologia-sociedade à luz da pedagogia histórico-crítica]]></article-title>
<article-title xml:lang="en"><![CDATA[Analysis of a teaching-learning sequence with a science-technology-society approach in the light of historical-critical pedagogy]]></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[Silva]]></surname>
<given-names><![CDATA[Thaís Soares da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Federal Rural de Pernambuco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Centro Acadêmico de Vitória  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</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>35</volume>
<numero>1</numero>
<fpage>77</fpage>
<lpage>90</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0187-893X2024000100077&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0187-893X2024000100077&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0187-893X2024000100077&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste estudo temos o objetivo de analisar uma sequência de ensino-aprendizagem (SEA) com abordagem CTS a partir da Pedagogia Histórico- Crítica (PHC). A SEA, cuja temática foi o descarte de pilhas e seus impactos socioambientais, foi planejada e aplicada em uma turma da 2ª série do Ensino Médio de uma escola pública da rede Estadual de Pernambuco-Brasil, por uma das autoras deste artigo e os dados produzidos na aplicação da SEA foram analisados neste estudo. Na análise da SEA consideramos as categorias do método didático da PHC, a saber: prática social como ponto de partida, problematização, instrumentalização, catarse e prática social como ponto de chegada. A partir das análises, destacamos contribuições da PHC para o planejamento e desenvolvimento da abordagem CTS, como, por exemplo, contribuições relativas à problematização da prática social (problematização do descarte de pilhas e seus impactos ambientais) e à catarse diante da prática social (novas compreensões diante do descarte de pilhas e seus impactos ambientais em suas múltiplas determinações). Portanto, temos evidências para defender a PHC como teoria pedagógica para a abordagem CTS.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this study, we aim to analyze a teaching-learning sequence (SEA) with a STS approach based on Historical-Critical Pedagogy (PHC). The SEA, whose theme was the disposal of batteries and their socio- environmental impacts, was planned and applied in a 2nd grade high school class at a public school in the state network of Pernambuco-Brazil, by one of the authors of this article and the data produced in the application of SEA were analyzed in this study. In the SEA analysis, we considered the categories of the PHC didactic method, namely: social practice as a starting point, problematization, instrumentalization, catharsis and social practice as an arrival point. Based on the analyses, we highlighted PHC&#8217;s contributions to the planning and development of the STS approach, such as, for example, contributions related to the problematization of social practice (problematization of battery disposal and its environmental impacts) and to catharsis in the face of social practice (new understandings in the face of battery disposal and its environmental impacts in its multiple determinations). Therefore, we have evidence to support PHC as a pedagogical theory for the STS approach.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação científica]]></kwd>
<kwd lng="pt"><![CDATA[abordagem CTS]]></kwd>
<kwd lng="pt"><![CDATA[pedagogia histórico-crítica]]></kwd>
<kwd lng="en"><![CDATA[Science Education]]></kwd>
<kwd lng="en"><![CDATA[CTS approach]]></kwd>
<kwd lng="en"><![CDATA[Historical-Critical Pedagogy]]></kwd>
</kwd-group>
</article-meta>
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