CTS education and the non-neutrality of science-technology: a look at educational practices focused on the energy issue

• Main Authors: Suiane Ewerling da Rosa, Roseline Beatriz Strieder
• Format: Article
• Language: Portuguese
• Published: Universidade Tecnológica Federal do Paraná 2018-12-01
• Series: Revista Brasileira de Ensino de Ciência e Tecnologia
• Subjects: educação cts; não neutralidade da ciência e tecnologia; práticas educativas
• Online Access: https://periodicos.utfpr.edu.br/rbect/article/view/7292

This paper seeks to verbalize silenced dimensions and associated with supposed neutrality in order to contribute to the elaboration of educational practices. Composed of a bibliographical research, the corpus of analysis was formed by articles, self-identified by educational practices STS focused on the energy issue. To obtain the results, we used the Discursive Textual Analysis, which resulted in the following mixed categories, resulting from a theoretical-practical development of STS educational practices and elements of Freire's thematic approach: selection and nature of themes; elaboration of problematizations; role and selection of knowledge; and, dialogical and participative posture. Among the results, we highlight practices indicative of silenced dimensions and provide participatory activities and actions in the classroom. In addition, we emphasize the importance of addressing real problems and social contradictions, which make it possible to problematize knowledge and voices beyond technical-scientific, contributing to overcoming naive visions and building democratic processes.