<?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>S0187-893X2023000400173</article-id>
<article-id pub-id-type="doi">10.22201/fq.18708404e.2023.4.85478</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La divulgación científica en la enseñanza de las ciencias a través de géneros discursivos: casos de enseñanza e investigación]]></article-title>
<article-title xml:lang="en"><![CDATA[Scientific divulgation in science teaching through discursive genres: teaching and research cases]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maceno]]></surname>
<given-names><![CDATA[Nicole Glock]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Luca]]></surname>
<given-names><![CDATA[Anelise Grunfeld de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Sandra Aparecida dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado de Santa Catarina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal Catarinense  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Vale do Itajaí  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>34</volume>
<numero>4</numero>
<fpage>173</fpage>
<lpage>188</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0187-893X2023000400173&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0187-893X2023000400173&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0187-893X2023000400173&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La divulgación científica requiere el uso de géneros discursivos que permitan la presentación, lectura y producción textual sobre ciencia y tecnología, integrándose en las modalidades educativas para emplear el lenguaje y otros sistemas simbólicos en las actividades humanas. El problema de investigación se centra en analizar el impacto del uso de estos géneros discursivos en la comunicación científica para estudiantes de educación primaria, secundaria y superior, y reflexiona sobre su influencia en la interpretación, significado y comprensión de cuestiones sociocientíficas. El estudio presenta reflexiones de tres casos de actividades de divulgación científica en instituciones educativas de Santa Catarina. El trabajo destaca cómo la lectura y escritura de géneros discursivos sobre ciencia y tecnología contribuyen con la contextualización de formas de interpretar información y entender problemas socio-científicos, fomentando la relación entre narrativas, composiciones textuales y modos reflexivos en el aula.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Scientific dissemination requires the use of discursive genres that allow the presentation, multimodal reading, and textual production about science and technology, integrating them into educational modalities to employ language and other symbolic systems in human activities. The research problem focuses on analyzing the impact of using these discursive genres in scientific communication for primary, secondary, and higher education students, and reflects on their influence on the interpretation, meaning, and understanding of socioscientific issues. The study presents reflections on three cases of scientific dissemination activities in educational institutions in Santa Catarina. The work highlights how reading and writing discursive genres about science and technology contribute to contextualizing ways of interpreting information and understanding socioscientific problems, fostering the relationship between narratives, textual compositions, and reflective modes in the classroom.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Divulgación científica]]></kwd>
<kwd lng="es"><![CDATA[géneros discursivos]]></kwd>
<kwd lng="es"><![CDATA[multimodalidad]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de la ciencia]]></kwd>
<kwd lng="en"><![CDATA[Scientific divulgation]]></kwd>
<kwd lng="en"><![CDATA[discursive genres]]></kwd>
<kwd lng="en"><![CDATA[multimodal]]></kwd>
<kwd lng="en"><![CDATA[science teaching]]></kwd>
</kwd-group>
</article-meta>
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<source><![CDATA[Estratégias de comunicação em química como índices epistemológicos: análise semiótica das ilustrações presentes em livros didáticos ao longo do século XX]]></source>
<year>2012</year>
<publisher-name><![CDATA[Universidad de Sao Paulo]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
