Brazilian Journal of Research in Science Education
Revista Brasileira de Pesquisa em Educação em Ciências (RBPEC) is a free, online publication of the Associação Brasileira de Pesquisa em Educação em Ciências (ABRAPEC), hosted on the UFMG Journals Portal, aimed at members, researchers, teachers, graduate students, and the general community. The journal’s objective is to disseminate, ethically, rigorously, and democratically, the results and reflections arising from research in the field of Science Education. It seeks to contribute to the advancement and consolidation of the field, the training of researchers, and the production of knowledge in Science Education, which supports the development of responsible educational actions committed to improving science education as well as promoting well-being and social justice. Currently, it is classified as A1 in QUALIS CAPES (2017-2020). 10.28976 | e- : 1984-2686 | :1806-5104 | A1
Associação Brasileira de Pesquisa em Educação em Ciências
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Mapeando Elementos do Campo e da Linguagem em Textos de Relatórios de Aulas Práticas em Química Orgânica Produzidos por Estudantes
No campo da química, a escrita precisa transitar entre os níveis macroscópico, submicroscópico e o representacional, utilizando-se de elementos específicos da linguagem e do contexto no qual a linguagem é produzida. Modelos de análise baseados na Linguística Sistêmico Funcional, um que analisa a construção do campo, e outro que analisa a construção de entidades dentro da semântica discursiva foram utilizados para analisar a escrita de estudantes de graduação em química. Nosso objetivo foi avaliar se estes modelos podiam ser aplicados a textos de química produzidos pelos estudantes, identificando escolhas linguísticas utilizadas na produção textual, mapeando entidades específicas do campo da química e realizar adaptações nos modelos avaliados de forma que se adequem ao contexto da Química. O corpus de análise foi constituído de 31 textos divididos em três grupos de experimentos em química orgânica. Para cada grupo, foram mapeados elementos relacionados ao campo (relações taxonômicas, tipos de atividades e propriedades) e elementos da linguagem (entidade, dimensionalidade e metáforas gramaticais vivas). A análise dos textos mostrou que os estudantes têm dificuldades em descrever o campo da química no mundo submicroscópio e isso impacta na construção de taxonomias e nos tipos de atividades descritas. O mapeamento de entidades indicou que a diversidade das entidades depende diretamente do tipo de experimento e ainda que os estudantes não constroem metáforas gramaticais vivas. Portanto, os modelos de análise adotados neste artigo podem ser utilizados para analisar textos produzidos pelos estudantes de química. No entanto, os textos aqui analisados se referem a uma área específica da química, a química orgânica. Um desdobramento desta pesquisa seria estender este estudo à outras áreas da química.
Copyright (c) 2026 Edinilza Maria Anastácio Feitosa, Eduardo Fleury Mortimer http://creativecommons.org/licenses/by/4.0
Mapping Elements of the Field and Language in Texts of Practical Class Reports in Organic Chemistry Produced by Students
In the field of chemistry, writing must move between macroscopic, submicroscopic and representational levels, using specific elements of language and the context in which language is produced. Analysis models based on Systemic Functional Linguistics, one that analyzes the construction of the field, and another that analyzes the construction of entities within discursive semantics, were used to analyze the writing of undergraduate chemistry students. Our objective was to evaluate whether these models could be applied to chemistry texts produced by students, identifying the linguistic choices used in the textual production, through the mapping of specific entities of the field of chemistry and to make adaptations to the evaluated models so that they are suitable for the context of Chemistry. The corpus of analysis consisted of 31 texts divided into three groups of experiments in organic chemistry. For each group, elements related to the field (taxonomic relations, types of activities and properties) and elements of language (entity, dimensionality and living grammatical metaphors) were mapped. The analysis of the texts showed that students have difficulty describing the field of chemistry in the submicroscopic world and this impacts the construction of taxonomies and the type of activities described. The mapping of entities indicated that the diversity of entities depends directly on the type of experiment and that students do not construct live grammatical metaphors. Therefore, the analysis models adopted in this article can be used to analyze texts produced by chemistry students. However, the texts analyzed here refer to a specific area of ​chemistry, organic chemistry. One possible unfolding of this research would be to extend this study to other areas of chemistry.
Profile of Collaborations in Brazilian STS Education: A Study Based on Co-authorship Networks
This research aims to characterize collaborations in Brazilian STS Education based on co-authorship relationships derived from 697 articles published between 1998 and 2024 across 42 journals in the areas of Education and Teaching. To this end, we used the Social Network Analysis (SNA) approach. Our research showed that publications in STS Education tend to have two or three authors and that most collaborations occur within the same institution. Regarding extramural collaborations, they involve up to four institutions, do not exhibit distinct characteristics, and occur across different states and regions. International collaborations are still infrequent. Another notable result is that the STS Education co-authorship network is quite fragmented, containing 232 distinct subsets. Despite this fragmentation, approximately 25% of the articles in the database used in this research were authored by authors within the giant component, the largest subset of the co-authorship network. The giant component is the subset that concentrates the largest number of authors and is responsible for a significant amount of knowledge production in the area. We also identified, through SNA metrics, that the main researchers in the giant component are mostly located in the southern region of the country.
Copyright (c) 2026 Bianca Joaquim Albuquerque de Melo, Alvaro Chrispino, Thiago Brañas de Melo http://creativecommons.org/licenses/by/4.0
Proposition of a Semantic Matrix for the Concept of Chemical Element
The aim of this article is to present the structure of a semantic matrix for the concept of chemical element, in order to discuss the heterogeneity of thinking about it. The semantic matrix is a tool for systematizing the meanings of the concept identified in different sources, which characterize the following genetic domains: sociogenetic, ontogenetic, and microgenetic. The construction of the semantic matrix followed, essentially, two methodological stages: (1) a survey of studies on the historical development of the concept under analysis, in the literature on informal conceptions and in classroom contexts with a high school group; and (2) data analysis based on the a posteriori definition of categories and semantic themes grounded in epistemological and ontological commitments. Seven themes and nineteen categories were defined based on the meanings attributed to the chemical element identified across the three domains explored. These findings indicate that similar conceptions may emerge across different genetic domains and suggest that this concept is sufficiently polysemous to warrant the future proposal of a conceptual profile.
Copyright (c) 2026 Isaac Bruno Silva Souza, João Roberto Ratis Tenório da Silva http://creativecommons.org/licenses/by/4.0
Intercultural Science Education: A Systematic Review of the Literature on Science Teaching
The historical valorization of scientific knowledge, to the detriment of equally legitimate ways of interpreting reality, has contributed to the silencing and invisibility of knowledge and sociocultural groups. In contrast to this reality, Intercultural Science Education (ISE) has emerged. In this regard, we seek to understand the definition, characterization, development, and challenges of Intercultural Science Education in science teaching, with the aim of inspiring educators to adopt this perspective. To this end, we conducted a Systematic Literature Review (SLR), synthesizing information and recommendations to contribute to this process. Thus, the study consists of an SLR derived from an excerpt of a doctoral research project. We used 50 articles published between 2014 and 2024 in the databases Scopus, Web of Science, Dialnet, and the Network of Scientific Journals of Latin America and the Caribbean, Spain, and Portugal (Redalyc). Regarding the definition, we identified that ISE is an approach sensitive to cultural diversity and is therefore characterized as a space for dialogue between knowledge systems facilitated by convergences, but which also reaffirms and engages with differences. ISE has been developed prominently in the Global South, from different perspectives, including valuing traditional communities, bilingualism, and immigrant integration. These perspectives are developed through ethnobiology, the creation of teaching materials, Communities of Practice, and teacher training. Regarding the challenges, we highlight structural and institutional barriers, teacher training, a lack of university-school rapprochement, and difficulties in cultural mediation.
Copyright (c) 2026 Me. Maria Tamires Vasconcelos Oliveira, Dra. Márcia Adelino da Silva Dias http://creativecommons.org/licenses/by/4.0
Educação Científica Intercultural: Uma Revisão Sistemática da Literatura da Produção no Ensino de Ciências
A valorização histórica do conhecimento científico, em detrimento de formas também legítimas de interpretar a realidade, contribuiu para o silenciamento e invisibilização de saberes e grupos socioculturais. Em contraponto a essa realidade, surge a Educação Científica Intercultural (ECI). Nesse sentido, buscamos compreender a definição, a caracterização, o desenvolvimento e os desafios da Educação Científica Intercultural no ensino de ciências, a fim de inspirar educadores à adoção dessa perspectiva. Para tanto, realizamos uma Revisão Sistemática da Literatura, sintetizando informações e recomendações para colaborar com esse processo. Desse modo, o estudo consiste em uma RSL proveniente de um recorte de uma pesquisa de doutorado. Para sua produção utilizamos 50 artigos publicados entre os anos 2014 e 2024 nas bases de dados Scopus, Web of Science, Dialnet e Rede de Revistas Científicas da América Latina e Caribe, Espanha e Portugal (Redalyc). Quanto à definição, identificamos que a ECI é uma atitude sensível à diversidade cultural e se caracteriza, portanto, como um espaço de diálogo entre sistemas de conhecimento facilitado pelas convergências, mas que também reafirma e se engaja com as diferenças. A ECI tem sido desenvolvida com destaque no Sul Global, e sob diferentes perspectivas: valorização das comunidades tradicionais, bilinguismo e integração de imigrantes, sendo tais perspectivas desenvolvidas através da Etnobiologia, criação de materiais didáticos, Comunidades de Prática e formação de professores. Quanto aos desafios, destacamos barreiras estruturais e institucionais, formação docente, falta de aproximação Universidade-Escola e dificuldades na mediação cultural.
Copyright (c) 2026 Maria Tamires Vasconcelos Oliveira, Márcia Adelino da Silva Dias http://creativecommons.org/licenses/by/4.0
Avaliadores e Avaliadoras que Contribuíram com a RBPEC em 2025
As Editoras-Chefes da Revista Brasileira de Pesquisa em Educação em Ciências expressam o seu profundo reconhecimento aos Pareceristas Ad Hoc listados a seguir. O seu profissionalismo e experiência foram essenciais para garantir a rigorosa arbitragem dos textos em 2025. Essa contribuição é a base que sustenta a qualidade e a integridade do nosso processo editorial.
Revista Brasileira de Pesquisa em Educação em Ciências
Copyright (c) 2026 http://creativecommons.org/licenses/by/4.0
Sensitive Topics in Science and Biology Teaching
This article provides theoretical and methodological reflections on approaches to sensitive topics in Science and Biology Education. We explore conceptual references to discuss theoretical convergences and divergences between sensitive issues and other terms used in research in the human sciences and science education, such as controversial issues, socio-scientific issues, socially acute questions, and cordial content, among others, in an attempt to organise and relate them to their respective objects of study. We draw on the work of Ivor Goodson and Michael Apple to understand the historical tensions shaping the school subjects Science and Biology, particularly those related to current incursions by conservative social groups seeking to impose Judeo-Christian values on these curricula in the name of an objectivity allegedly based on impartial consensus. We present research findings that support our proposition of the relational and multifaceted nature of sensitive topics, adopting the narrative curriculum as an alternative to prescriptive curricula. This approach anchors the emotions and sensitivities required when addressing these topics and embraces the life stories of students and teachers. We conclude by advocating for the potential of life history research in understanding this relational aspect, as it is a privileged methodology for exploring the tensions between personal life memories and professional experience.
Copyright (c) 2026 Carine Valiente, Sandra Selles http://creativecommons.org/licenses/by/4.0
Temas Sensíveis e Ensino de Ciências e Biologia
Neste artigo, produzimos reflexões teóricas e metodológicas sobre a abordagem de temas sensíveis no ensino de ciências e biologia. Percorremos referências conceituais para discutir aproximações e afastamentos teóricos entre os temas sensíveis e outras nomenclaturas empregadas em pesquisas das ciências humanas e da educação em ciências como os temas controversos, as questões sociocientíficas, as questões socialmente agudas, os conteúdos cordiais, entre outras, ensaiando organizá-las e relacioná-las com seus respectivos objetos de estudo. Tomamos como base os trabalhos de Ivor Goodson e Michael Apple para compreender as tensões históricas que constroem as disciplinas escolares ciências e biologia, principalmente as relacionadas às atuais incursões de grupos sociais conservadores que tentam hegemonizar valores judaico-cristão nos currículos destas disciplinas em nome de uma objetividade baseada em consensos supostamente imparciais. Apresentamos resultados de pesquisa que sustentam nossa proposição do caráter relacional e multifacetado dos temas sensíveis, assumindo o currículo narrativo como alternativa à prescrição curricular por ancorar as emoções e sensibilidades que são demandados na abordagem destas temáticas e acolher as histórias de vida de discentes e docentes. Concluímos com a defesa do potencial da pesquisa com história de vida na compreensão deste aspecto relacional, uma vez que é uma metodologia privilegiada no sentido de tensionar memórias de trajetória de vida pessoal e experiência profissional.
Misinformation in Science and Science Education: A Literature Review
The study aims to understand how foreign literature has addressed misinformation in science within the educational field. The qualitative and bibliographic research used the ERIC (Educational Resources Information Center) database, adopting the descriptors “misinformation” or “disinformation” and “science.” The corpus, consisting of 36 articles published since 2000, reveals a growth in publications on the topic, especially after the COVID-19 pandemic, portraying misinformation as a multifactorial phenomenon, amplified primarily by digital environments and social media. The results are presented in five categories: the first relates to the use of terms; the second to the characteristics of the production (location, journal, and year of publication); the third to theoretical studies on epistemic cognition, nature of science, and critical thinking; the fourth to empirical research investigating the perception, behavior, and decision-making of students, teachers, and social media users; and the fifth, linked to applied or suggested teaching proposals, which aim to develop skills to recognize and combat misinformation. Overall, the studies point to the need to strengthen science teaching by focusing on interpreting, evaluating, and using information critically, and highlighting metacognition and literacy as educational strategies to mitigate the effects of misinformation.
Copyright (c) 2026 Jean Carlos Nicolodi, Cleci Teresinha Werner da Rosa, Nathan Willig Lima http://creativecommons.org/licenses/by/4.0
Inclusive Education And Its Improvements: On the Agenda, Conceptions of Science Teachers
In recent decades, Inclusive Education has been gaining ground in the socio-educational debate. Teachers' conceptions regarding inclusive education are important for the inclusion process, as understanding the difficulties encountered daily can reflect on possible actions that need to be adopted, thus ensuring democratic education. In this context, this study aimed to investigate the conceptions of Science teachers from the final years of elementary school in a municipality in southern Bahia about the obstacles that hinder the process of school inclusion. The research has a qualitative, empirical approach. The instruments for obtaining information were a questionnaire, a semi-structured interview, and documentary analysis. The participants were 11 Science teachers working in 4 final-year elementary schools and have students in inclusion situations enrolled in their classes. The data were analyzed using Content Analysis. The results reveal that, although the teachers recognize diversity in the classroom, their conceptions are still permeated by attitudes and discourses that indicate traces of prejudice. Among the main challenges identified as affecting the effectiveness of inclusive Science teaching are the lack of communicational accessibility accessibility, school violence, overcrowded classes, the absence of adapted pedagogical practices, and the lack of knowledge among some teachers, about the disabilities and disorders of included students. Finally, despite the research’s contextual limitations, the data obtained highlight the need for continuing education and for implementing current public policies that align pedagogical practices with the principles of inclusion, thereby directly contributing to overcoming the identified obstacles and building inclusive Science teaching.
Copyright (c) 2026 Stéfane da Silva, Viviane Borges Dias http://creativecommons.org/licenses/by/4.0
Contributions of Pre-Scientific Initiation to Science Education: A Literature Review
Pre-Initiation Programs (PITs) have proven to be a promising educational strategy for awakening scientific aspirations and promoting student engagement in research from basic education onward. This study sought to answer the question: how has the national literature discussed the contributions and challenges of pre-scientific initiation initiatives in the Brazilian educational context? To this end, a literature review was conducted, searching national databases (SciELO, Google Scholar, and CAPES Journals), considering publications between 2015 and 2025. After screening and content analysis, 14 studies were selected (11 articles, one dissertation, and two theses). The results were organized into three benefit categories: academic, related to the development of critical thinking, mastery of scientific methodologies, and interest in science; professional, related to the definition of academic trajectories, communication skills, and teamwork; and personal, involving self-confidence, youth empowerment, and social engagement. Challenges were also identified, such as infrastructure inequality, limited program dissemination, and the need for teacher training and recognition. It is concluded that Scientific Pre-Initiation is a relevant approach for comprehensive training. Still, it lacks expansion and equity policies, as well as longitudinal studies that evaluate its long-term impacts.
Copyright (c) 2026 Pedro Cardoso de Araujo, Ana Cláudia Kasseboehmer http://creativecommons.org/licenses/by/4.0
Investigative Activities as a Way of Promoting Scientific Initiation in Early Childhood Education
Learning about Science and natural phenomena is important from the beginning of Basic Education. With this in mind, this study aims to analyze the implementation of investigative activities to promote scientific initiation in an Early Childhood Education class. This is a qualitative study, of the research-application type, developed from a research project on Science initiation for young children, carried out at a federal public university. It addresses the theme “air and wind,” a suitable topic for working with Inquiry-Based Science Education with children. For this, playful activities were carried out with recyclable materials, taking into account the children’s previous knowledge, and meeting the learning objectives proposed by the Brazilian National Common Curriculum Base for Early Childhood Education. The results indicate that the ways in which the activities were designed and implemented contributed to the development of scientific initiation through investigative activities. The children’s natural curiosity and their ability to reason, investigate, and argue were further stimulated. More studies on Scientific Literacy in Early Childhood Education must be developed to improve teaching methods and techniques that help children appropriate their culture, life context, and understanding of the natural phenomena to which they are exposed.
Copyright (c) 2026 Patrícia Cavalcante de Sá Florêncio, Lucyclara Pereira de Melo, Vitória Caroline Barbosa Lima Barros, Elton Casado Fireman http://creativecommons.org/licenses/by/4.0
Atividades Investigativas como Possibilidade de Promover Iniciação Científica na Educação Infantil
A aprendizagem sobre Ciências e os fenômenos da natureza é importante desde o início da Educação Básica. Nesse sentido, esta pesquisa tem o objetivo de analisar a realização de atividades investigativas na promoção da iniciação científica em uma turma de Educação Infantil. Trata-se de um estudo de abordagem qualitativa, do tipo pesquisa-aplicação, desenvolvida a partir de um projeto de pesquisa sobre a iniciação às Ciências para crianças pequenas, realizado em uma Universidade Pública Federal. Aborda a temática “ar e vento”, tema adequado para trabalhar o Ensino de Ciências por Investigação com as crianças. Para isso, foram realizadas atividades lúdicas, com materiais recicláveis, que levaram em conta os conhecimentos prévios das crianças, atendendo aos objetivos de aprendizagem propostos pela Base Nacional Comum Curricular para a Educação Infantil. Como resultados, entendeu-se que as formas como as atividades foram concebidas e executadas contribuíram para o desenvolvimento da iniciação científica por meio das atividades investigativas. Foi despertada, ainda mais, a curiosidade natural das crianças e a capacidade de raciocinar, investigar e argumentar. É necessário que estudos sobre a Alfabetização Científica na Educação Infantil sejam desenvolvidos, para que se aperfeiçoem métodos e técnicas de ensino que facilitem às crianças a apropriação da sua cultura, do seu contexto de vida e da compreensão dos fenômenos da natureza aos quais estão expostas.
Tales for Intercultural Dialogue in Science Teaching: A Study on Three Continents (Brazil, Mozambique and Portugal)
This study presents the results of a qualitative investigation that aimed to examine how short stories written by future science teachers (during their participation in storytelling workshops focused on intercultural dialogue in science teaching) can reveal their sensitivity to intercultural dialogue in the context of science teaching in rural schools. This study involved participants from three countries representing different continents and cultural backgrounds: Brazil, Mozambique, and Portugal. In total, 37 narratives were produced across the three contexts of which three were selected for in-depth analysis in this article. The findings reveal clear differences in how cultural elements in the stories produced by participants from each countries. These relationships and the possible causes and implications for teacher training in topics sensitive to intercultural dialogue in science teaching are pointed out.
Copyright (c) 2026 Geilsa Costa Santos-Baptista, Emanuele Maria Leite Suzart, Manecas Cândido Azevedo, Rosa Branca Tracana, Graça Simões de Carvalho http://creativecommons.org/licenses/by/4.0
Dinosaurs — The Return of the Giants: An Analysis of Conversations and Interactions from the Perspective of Visiting Families
Family conversations and interactions during a visit to the Knowledge Pavilion, in Lisbon (Portugal), were analyzed to understand learning experiences. Fourteen families, totaling 54 individuals, participated in the study, including 28 children. Audiovisual recordings were made with a subjective camera worn by a child in the family. The data were coded and analyzed using Dedoose software. The results demonstrate the children's protagonism as they direct conversations through questions, search for answers, develop hypotheses, and express ideas. Adults facilitated understanding of scientific content through simplified explanations and contextualization of information. The conversations and interactions demonstrate that the children's active participation, combined with the families' cognitive effort, contributed to the enhancement of knowledge and the construction of meaningful and collaborative experiences.
Copyright (c) 2026 Luisa Massarani, Bruna Ibanes Aguiar, Cristina Luís, Graziele Scalfi http://creativecommons.org/licenses/by/4.0
Scientific Literacy and Political Literacy as a Dialectical Unity: Principles and a Proposal for a Planning and Analysis Tool in Science Education
In light of the need to critically engage with debates on scientific literacy, this theoretical article aims to establish the principles underlying the understanding of scientific literacy and political literacy (SL–PL) as a dialectical unity. We discuss the concept of scientific literacy from a humanizing perspective in dialogue with Paulo Freire’s notion of political literacy, through the lens of dialectical thinking, with Álvaro Vieira Pinto’s concept of critical consciousness as the central axis of our argument. From this foundation, we envision a pathway for educational practice and propose a tool designed to support the planning and analysis of science teaching through the process of conscientization. We hope this tool will assist educators and researchers in fostering an education that develops critical awareness of the limit-situations of national reality and the underlying factors that shape them.
Copyright (c) 2026 Leandro da Silva Barcellos, Geide Rosa Coelho http://creativecommons.org/licenses/by/4.0
Integrating Scientific, Racial, and Digital Literacies in Middle School Student-Produced Videocasts About Environmental Racism
This study aimed to investigate how activities promoting reflection among 8th-grade students from a public, peripheral school in Rio de Janeiro about their socio-environmental context align with Critical Environmental Education and scientific, digital, and racial literacies in the videocast production process. A cycle of seven workshops was conducted to build knowledge about environmental racism, integrating local socio-environmental contexts with data from other locations and research institutions, resulting in various materials such as recording scripts for videocast production. To analyze the materials, categories and indicators were developed to identify how these literacies manifested in the students’ productions. Advances were observed in evidence-based critical thinking and the search for reliable information sources. Students demonstrated an understanding of socio-environmental inequalities by comparing peripheral and affluent areas. However, they struggled to substantiate with data how race issues are linked to these inequalities. These results highlight the need to deepen discussions on intersectional issues. As a next step, we propose expanding debates on race and racism for a more comprehensive understanding of the topic.
Copyright (c) 2025 Victor Silva Bello, Miriam Struchiner http://creativecommons.org/licenses/by/4.0
Análise dos Argumentos sobre a Primeira Lei de Mendel em Livros Didáticos de Ciências da Natureza do Ensino Médio
Estudos têm destacado as contribuições da argumentação para o ensino de Ciências da Natureza. No entanto, ainda são escassas as análises que investigam sua presença e qualidade nos livros didáticos. Este estudo, de natureza qualitativa, investiga argumentos expressos nos enunciados da Primeira Lei de Mendel em livros didáticos de Ciências da Natureza do Ensino Médio, aprovados pelo PNLD-2021. Para a análise, adotou-se o Layout de Argumentação de Toulmin como referencial teórico e metodológico, complementado pelo instrumento proposto por Penha e Carvalho (2015) e adaptado por Silva (2021). Entre as sete coleções analisadas, uma não apresenta elementos argumentativos na abordagem da Primeira Lei de Mendel, cinco exibem argumentações apenas parcialmente satisfatórias, com elementos que não cumprem integralmente suas funções, e apenas uma contém um argumento satisfatório, em que cada elemento identificado cumpre sua função adequadamente. Os resultados evidenciam lacunas significativas nos argumentos sobre a Primeira Lei de Mendel, apontando a necessidade de aprimorar essa abordagem nos livros didáticos.
Copyright (c) 2025 Suellen Fonsêca da Conceição Santos, Elder Sales Teixeira, Rosiléia Oliveira de Almeida http://creativecommons.org/licenses/by/4.0
Technoscience and Environmental Racism: How are TheyIntertwined Within the Scope of Scientific and Technological Education in the Latin American Scenario?
This research aims to investigate the extent to which technoscience research relates to environmental racism within the scope of Scientific and Technological Education in the context of Latin America. Methodologically, we carried out a bibliographic survey in the Redalyc and Scielo databases, from 2002 to 2024. To analyze the identified works, we used ATD, from which two categories emerged: (i) Hegemonic technoscience and possible consequences for environmental racism in Latin America; (ii) Scientific and Technological Education, highlighting hegemonic technoscience and its consequences for environmental racism in Latin America. Among the results, we highlight the need to discuss the relationship between technoscience and environmental racism, within the scope of Scientific and Technological Education, in Latin America, to form critical subjects and overcome this problem.
Copyright (c) 2025 Miguel Guilhermino de Archanjo Junior, Fabiana dos Santos Vieira http://creativecommons.org/licenses/by/4.0
Avaliadores e Avaliadoras que Contribuíram com a RBPEC em 2024
As Editoras-Chefes da Revista Brasileira de Pesquisa em Educação em Ciências expressam o seu profundo reconhecimento aos Pareceristas Ad Hoc listados a seguir. O seu profissionalismo e experiência foram essenciais para garantir a rigorosa arbitragem dos textos em 2024. Essa contribuição é a base que sustenta a qualidade e a integridade do nosso processo editorial.
Copyright (c) 2025 Revista Brasileira de Pesquisa em Educação em Ciências http://creativecommons.org/licenses/by/4.0
Avaliadores e Avaliadoras que Contribuíram com a RBPEC em 2023
As Editoras-Chefes da Revista Brasileira de Pesquisa em Educação em Ciências expressam o seu profundo reconhecimento aos Pareceristas Ad Hoc listados a seguir. O seu profissionalismo e experiência foram essenciais para garantir a rigorosa arbitragem dos textos em 2023. Essa contribuição é a base que sustenta a qualidade e a integridade do nosso processo editorial. Agradecemos sinceramente por contribuírem para a manutenção da qualidade da Revista Brasileira de Pesquisa em Educação em Ciências.
Avaliadores e Avaliadoras que Contribuíram com a RBPEC em 2022
As Editoras-Chefes da Revista Brasileira de Pesquisa em Educação em Ciências expressam o seu profundo reconhecimento aos Pareceristas Ad Hoc listados a seguir. O seu profissionalismo e experiência foram essenciais para garantir a rigorosa arbitragem dos textos em 2022. Essa contribuição é a base que sustenta a qualidade e a integridade do nosso processo editorial. Agradecemos sinceramente por contribuírem para a manutenção da qualidade da Revista Brasileira de Pesquisa em Educação em Ciências.
Avaliadores e Avaliadoras que Contribuíram com a RBPEC em 2021
As Editoras-Chefes da Revista Brasileira de Pesquisa em Educação em Ciências expressam o seu profundo reconhecimento aos Pareceristas Ad Hoc listados a seguir. O seu profissionalismo e experiência foram essenciais para garantir a rigorosa arbitragem dos textos em 2021. Essa contribuição é a base que sustenta a qualidade e a integridade do nosso processo editorial. Agradecemos sinceramente por contribuírem para a manutenção da qualidade da Revista Brasileira de Pesquisa em Educação em Ciências.
Scientific Education and Scientific Literacy: Conceptual Debates and their Consequences in the Formation of Subjects
The main objective of this article is to analyze the definitions of scientific education and scientific literacy, highlighting their convergences and conflicts, and discussing the profile of the scientifically literate subject expected to be formed. The research is qualitative, bibliographic, and based on books, scientific articles, dissertations, theses, and official documents published between 1958 and 2025. For the analysis of the collected data, the content analysis technique was used, which yielded two main categories: convergences and divergences between scientific education and scientific literacy, and the profile of the scientifically literate subject. The results indicated that the terms alfabetização and letramento have distinct meanings in Portuguese language. Still, their translation into English contributes to the overlap of the concepts of scientific education and scientific literacy in the scientific field, underscoring the need to explore their theoretical foundations for better understanding. Despite the polysemy between these terms, there is convergence in the emphasis on forming critical citizens, capable of critically appropriating scientific knowledge to act socially. However, some studies adopt a utilitarian perspective, prioritizing the technical use of science to the detriment of its critical and social dimensions. It was also evidenced that scientific literacy aims to form critical and engaged individuals, and science teaching is responsible for promoting this critical and continuous appropriation of knowledge.
Copyright (c) 2026 Fabiana Martins de Freitas, Márcia Adelino da Silva Dias http://creativecommons.org/licenses/by/4.0
Viral and Misleading Digital Content: Potentialities for scientific and technological Literacy
Disinformation disseminated through viral digital content has intensified on social media, demanding a critical educational response. This article analyzes widely shared videos and posts related to scientific topics, identifying their potential for problematization to promote scientific and technological literacy in science education. Based on Fourez’s objectives for scientific and technological literacy and employing Discursive Textual Analysis, the study categorizes the content according to humanistic, social, and political-economic objectives, as well as criteria related to its applicability in basic education. It discusses how visual elements, pseudoscientific vocabulary, and digital engagement strategies can contribute to the spread of misinformation. The results indicate that critically examining such content can support the development of students’ critical thinking, autonomy, argumentative dialogue, and understanding of scientific knowledge in everyday contexts. The study concludes that the pedagogical use of misleading content can strengthen science education, provided it is integrated with interdisciplinary and ethical strategies.
Copyright (c) 2025 Tathiane Milaré, Leandro Duso, Graziela Piccoli Richetti http://creativecommons.org/licenses/by/4.0
Dialogue and Participation: Experience in the Construction of Knowledge With Women in Situations of Violence
The article highlights the importance of qualified listening and creating a safe environment during interviews with women experiencing violence, based on the interviewee’s experience. The goal is to reflect on how these practices ensure respect and validation of participants’ voices, fostering meaningful dialogue between researchers and vulnerable communities. The research adopts a qualitative and exploratory approach, characterized as a case study and grounded in black feminist epistemology, which prioritizes the valuing personal experiences and maintaining an ethical commitment to the dignity of the participants. The results indicate that a safe environment facilitates more open accounts of violence. Additionally, they reinforce the need for researchers to go beyond academia, actively listening to and understanding these stories with respect. The study emphasizes the urgency of concrete actions that value the experiences of women facing violence, promoting an ethical and socially responsible commitment to knowledge production and the defense of dignity and social justice.
Copyright (c) 2025 Maria Fernanda Terra, Heitor Marinho da Silva Araújo http://creativecommons.org/licenses/by/4.0
Meiose na Educação Básica: Análise de Concepções Docentes e Implicações para o Ensino
O presente estudo tem como objetivo investigar as concepções docentes acerca do tema meiose, visando contribuir para o campo de investigação em Ensino de Ciências, fornecendo subsídios que promovam a compreensão bem como a superação de dificuldades associadas à apropriação de conhecimentos genéticos. Ademais, busca-se suprir a escassez existente na literatura da área Ensino de Genética quanto a investigações que tenham como foco principal professores em efetivo exercício da docência. Para a coleta de dados, foi utilizado o Inventário Conceitual de Meiose (ICM), instrumento previamente publicado e validado por pesquisadores norte-americanos. O ICM foi empregado pela primeira vez no Brasil, por nosso grupo de pesquisa, em uma adaptação destinada a identificar concepções alternativas entre estudantes e professores. Foram analisadas as concepções de 318 professores em exercício. Os resultados incluem uma análise comparativa com licenciandos em Ciências Biológicas, provenientes de uma pesquisa anterior com dados gerados pelo mesmo instrumento. Os docentes tiveram um desempenho geral inferior ao dos graduandos, embora ambos os grupos tenham demonstrado uma prevalência significativa de concepções alternativas sobre conceitos genéticos elementares relacionados à meiose. Os resultados revelam uma compreensão limitada desse processo biológico por parte dos pesquisados, o que representa um obstáculo para a concretização do ensino desse tema na educação básica e configura um ponto importante de atenção para os programas de formação docente.
Copyright (c) 2025 Lorrayne Evangelista de Sousa, Marina de Lima Tavares, Adlane Vilas-Boas http://creativecommons.org/licenses/by/4.0
Uma Proposta para o Contato Dialógico entre Antropologia Digital e Educação em Ciências
Como a internet está presente em praticamente todos os campos da atividade humana, incluindo a pesquisa acadêmica, a relação entre a educação em ciências e áreas como a antropologia digital deve ser fortalecida. Nosso objetivo é propor estratégias para investigar como conhecimentos científicos e saberes educacionais relacionados às ciências são criados, compartilhados e utilizados no ciberespaço a partir de uma perspectiva cultural. Depois de explorar aspectos teóricos da relação entre antropologia, educação, estudos das ciências e educação em ciências, apresentamos nossa proposta. Primeiro, fazemos uma demarcação de termos e categorias conceituais adequadas ao estudo. Em seguida, discutimos a importância dos referenciais teórico-metodológicos, destacando teorias e autores(as) fundamentais para uma perspectiva holística. Depois, exploramos possíveis questões, objetos e escopos de pesquisa. Também examinamos a dicotomia online/offline, mostrando que o trabalho de campo precisa considerar as especificidades e contradições próprias do ciberespaço. Por fim, propomos um enquadramento espaço-temporal que ajuda a compreender como descrições etnográficas podem operar em um contexto como a internet. Com isso, buscamos facilitar o desenvolvimento de pesquisas sobre como as pessoas usam a internet no dia a dia para criar e manter culturas ou comunidades que envolvem, de algum modo, as ciências e a educação em ciências.
Copyright (c) 2026 Daniel Pigozzo, Matheus Monteiro Nascimento http://creativecommons.org/licenses/by/4.0
Contributos da Alfabetização Científica no Museo Galileo (Florença): Integração entre Patrimônio Histórico e Educação Contemporânea
O Museo Galileo, em Florença, Itália, destaca-se como espaço não-formal de educação (ENFE) de grande relevância histórica e científica e inegável potencial para contribuir com aspectos de alfabetização científica de seus frequentadores. A partir desse recorte, a pesquisa relatada neste artigo buscou evidenciar estratégias de comunicação entre os ENFE e o público contemporâneo. De natureza aplicada e abordagem qualitativa, o estudo teve objetivos exploratórios, descritivos e explicativos, com procedimentos bibliográficos, revisão documental, levantamento, estudo de caso e observação participante. Dada a diversidade e a variedade de recursos do museu, optou-se por uma visita livre, com foco em elementos informativos acerca dos telescópios de Galileo e do plano inclinado, e o acompanhamento de uma visita guiada voltada para estudantes de 8 a 11 anos, conduzida por um mediador que interpreta a figura de Galileo Galilei. Com referência na literatura especializada sobre alfabetização científica, observaram-se atributos relacionados aos indicadores: (1) científico, evidenciado pela apresentação dos aparatos, do método científico e da ciência como construção humana; (2) interface social, ao abordar os impactos da ciência na sociedade e suas relações com fatores econômicos e políticos; e (3) interação, que se expressa fisicamente e nas dimensões estético-afetiva e cognitiva. Conclui-se, ademais, que o Museo Galileo exemplifica um ENFE que articula preservação de seu patrimônio histórico com as demandas do educacionais contemporâneas.
Copyright (c) 2025 Roseli Constantino Schwerz, Michel Corci Batista, Marcos Cesar Danhoni Neves, Marcello Ferreira http://creativecommons.org/licenses/by/4.0