<?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>S0187-893X2019000400034</article-id>
<article-id pub-id-type="doi">10.22201/fq.18708404e.2019.4.68335</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Os modelos de abordagem da Química Verde no ensino de Química]]></article-title>
<article-title xml:lang="en"><![CDATA[The Green Chemistry Approach Models in Chemistry Teaching]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sandri]]></surname>
<given-names><![CDATA[Marilei Casturina Mendes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santin Filho]]></surname>
<given-names><![CDATA[Ourides]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Ponta Grossa  ]]></institution>
<addr-line><![CDATA[Paraná ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Maringá  ]]></institution>
<addr-line><![CDATA[Paraná ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>30</volume>
<numero>4</numero>
<fpage>34</fpage>
<lpage>46</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0187-893X2019000400034&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0187-893X2019000400034&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0187-893X2019000400034&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A Química Verde (QV) é um tema crescente no ensino de Química. Todavia, seu ensino pode tender aos vieses técnico/instrumental ou crítico, a depender da forma como é inserida nos currículos e na didática da sala de aula. Diante disso, este trabalho buscou construir possíveis modelos de abordagem da Química Verde no ensino de Química considerando as tendências acima mencionadas, sendo que o Modelo 1 está inteiramente associado à tendência técnica/instrumental, o Modelo 2 consegue trazer elementos mais críticos do ensino da QV e o Modelo 3, se insere inteiramente numa proposta crítica da QV. Utilizando-se dos modelos concebidos, buscou-se analisar 8 (oito) propostas didáticas de licenciandos em Química de uma instituição de ensino superior brasileira, a fim de identificar o modelo adotado pelos acadêmicos para inserir a QV nas aulas voltadas ao Ensino Médio. Os resultados demonstram que 4 (quatro) propostas mantiveram-se inteiramente sob o Modelo 1; 2 (duas) conseguiram atingir o Modelo 2 e as outras duas mesclaram elementos dos Modelos 2 e 3. Depreende-se, portanto, que a inserção da QV na formação de professores deve considerar os diferentes modelos de abordagem dessa temática para assim nortear propostas críticas de aplicação no Ensino Médio.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Green Chemistry (GC) is a growing subject in Chemistry teaching. However, its teaching may tend to technical / instrumental or critical bias, depending on how is embedded in classroom curriculum and didactics. Therefore, this work sought to build possible models of approach to Green Chemistry in Chemistry teaching, considering the aforementioned trends, with Model 1 being entirely associated with technical / instrumental tendency, Model 2 is able to bring more critical elements of GC teaching and Model 3 is entirely within a critical GC proposal. Using the designed models, we tried to analyse 8 (eight) didactic proposals of undergraduate Chemistry teaching students of a Brazilian higher education institution, in order to identify the model adopted by the academics to insert the GC in the classes directed to High School. The results show that 4 (four) proposals remained entirely under Model 1; 2 (two) were able to reach Model 2 and the other two merged elements of Models 2 and 3. It is understood that the insertion of GC in teacher training must consider the different models of approach to this theme in order to guide critical proposals for application in High School.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Química Verde]]></kwd>
<kwd lng="pt"><![CDATA[propostas didáticas]]></kwd>
<kwd lng="pt"><![CDATA[ensino de química]]></kwd>
<kwd lng="en"><![CDATA[Green Chemistry]]></kwd>
<kwd lng="en"><![CDATA[teaching proposals]]></kwd>
<kwd lng="en"><![CDATA[chemistry teaching]]></kwd>
</kwd-group>
</article-meta>
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