Analysis of the implementation proposal of the STS perspective in High School in Brazil

• Autor(a) principal: Hirakuri, Clarice Sanches Mariante
• Data de Publicação: 2016
• Outros Autores: Zompero, Andréia de Freitas
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34624/id.v8i1.9847

Teaching documents establish and present proposals to approach the STS perspective. Among these documents are the National Curricular Parameters (NCP-NCP2002), the Guidelines (2013) and the National Covenant to Improve High School (2014). Our goal is to analyze these documents to assess and discuss the inclusion of STS approach in High School. A documentary research was conducted, which surveyed Brazilian Education official documents. The research was the document type for which a survey was made of the educational documents of Brazilian education. The NCP highlights that the students’ training should primarily focus on the acquisition of basic knowledge, scientific preparation and the ability to use different technologies relating to diverse areas of quotidian life. The proposal, for that education level, is to privilege: general training instead of focusing on specific; the development of information gathering, organization, analysis and selection skills; the ability tolearn, create, develop, rather than simply memorize content. The Covenant establishes actions that aim to improve the quality of education and it emphasizes work, culture, science and technology as dimensions that should be included in high school curricula, by integrating the diverse curricular subjects. From our analysis of the Brazilian Education official documents and the opinions of Pinheiro Silveira, and Bazzo (2007), we conclude that science education shall be perceived as containingthe potential to awaken the students’ curiosity, as well as their research and questioning desire to transform reality.