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

Detalhes bibliográficos
Autor(a) principal: da Rosa, Suiane Ewerling
Data de Publicação: 2018
Outros Autores: Strieder, Roseline Beatriz
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Brasileira de Ensino de Ciência e Tecnologia
Texto Completo: https://periodicos.utfpr.edu.br/rbect/article/view/7292
Resumo: 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.
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spelling CTS education and the non-neutrality of science-technology: a look at educational practices focused on the energy issueEducação CTS e a não neutralidade da ciência-tecnologia: um olhar para práticas educativas centradas na questão energética9.05.00.00-8 - Ensino de CiênciasEducação CTS; Não neutralidade da ciência e tecnologia; Práticas educativasSTS education; Non neutrality of science technology; Educational practicesThis 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.O movimento CTS surge em contextos em que a suposta neutralidade da ciência-tecnologia (NCT) passou a ser questionada e tem como um dos seus objetivos centrais a democratização de temas relacionados à CT. Esse objetivo pode ficar fragilizado caso concepções próximas a da suposta neutralidade sejam endossadas. Assim, este trabalho visa verbalizar dimensões associadas à suposta NCT a fim de contribuir com a elaboração de práticas educativas CTS. O trabalho constitui-se de uma pesquisa bibliográfica, que tem como foco de discussão práticas educativas CTS voltadas para a questão energética. Para a análise dos artigos utilizamos a Análise Textual Discursiva e as seguintes categorias: i) Seleção e natureza dos temas; ii) Elaboração das problematizações; iii) Seleção dos conhecimentos; e, iv) Postura: dialogicidade e participação. Dentre os resultados, destacamos a importância de temas reais que possibilitam, a partir de uma postura dialógica e participativa, problematizar questões e construir conhecimentos além dos técnico-científicos.Universidade Tecnológica Federal do Paraná (UTFPR)Universidade Federal do Oeste da BahiaUniversidade de Brasíliada Rosa, Suiane EwerlingStrieder, Roseline Beatriz2018-12-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.utfpr.edu.br/rbect/article/view/729210.3895/rbect.v11n3.7292Revista Brasileira de Ensino de Ciência e Tecnologia; v. 11, n. 3 (2018)1982-873X10.3895/rbect.v11n3reponame:Revista Brasileira de Ensino de Ciência e Tecnologiainstname:Universidade Tecnológica Federal do Paraná (UTFPR)instacron:UTFPRporhttps://periodicos.utfpr.edu.br/rbect/article/view/7292/pdfDireitos autorais 2018 CC-BYhttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2020-10-20T22:55:25Zoai:periodicos.utfpr:article/7292Revistahttps://periodicos.utfpr.edu.br/rbectPUBhttps://periodicos.utfpr.edu.br/rbect/oai||rbect-pg@utfpr.edu.br1982-873X1982-873Xopendoar:2020-10-20T22:55:25Revista Brasileira de Ensino de Ciência e Tecnologia - Universidade Tecnológica Federal do Paraná (UTFPR)false
dc.title.none.fl_str_mv CTS education and the non-neutrality of science-technology: a look at educational practices focused on the energy issue
Educação CTS e a não neutralidade da ciência-tecnologia: um olhar para práticas educativas centradas na questão energética
title CTS education and the non-neutrality of science-technology: a look at educational practices focused on the energy issue
spellingShingle CTS education and the non-neutrality of science-technology: a look at educational practices focused on the energy issue
da Rosa, Suiane Ewerling
9.05.00.00-8 - Ensino de Ciências
Educação CTS; Não neutralidade da ciência e tecnologia; Práticas educativas
STS education; Non neutrality of science technology; Educational practices
title_short CTS education and the non-neutrality of science-technology: a look at educational practices focused on the energy issue
title_full CTS education and the non-neutrality of science-technology: a look at educational practices focused on the energy issue
title_fullStr CTS education and the non-neutrality of science-technology: a look at educational practices focused on the energy issue
title_full_unstemmed CTS education and the non-neutrality of science-technology: a look at educational practices focused on the energy issue
title_sort CTS education and the non-neutrality of science-technology: a look at educational practices focused on the energy issue
author da Rosa, Suiane Ewerling
author_facet da Rosa, Suiane Ewerling
Strieder, Roseline Beatriz
author_role author
author2 Strieder, Roseline Beatriz
author2_role author
dc.contributor.none.fl_str_mv
Universidade Federal do Oeste da Bahia
Universidade de Brasília
dc.contributor.author.fl_str_mv da Rosa, Suiane Ewerling
Strieder, Roseline Beatriz
dc.subject.por.fl_str_mv 9.05.00.00-8 - Ensino de Ciências
Educação CTS; Não neutralidade da ciência e tecnologia; Práticas educativas
STS education; Non neutrality of science technology; Educational practices
topic 9.05.00.00-8 - Ensino de Ciências
Educação CTS; Não neutralidade da ciência e tecnologia; Práticas educativas
STS education; Non neutrality of science technology; Educational practices
description 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.
publishDate 2018
dc.date.none.fl_str_mv 2018-12-18
dc.type.none.fl_str_mv

dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.utfpr.edu.br/rbect/article/view/7292
10.3895/rbect.v11n3.7292
url https://periodicos.utfpr.edu.br/rbect/article/view/7292
identifier_str_mv 10.3895/rbect.v11n3.7292
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.utfpr.edu.br/rbect/article/view/7292/pdf
dc.rights.driver.fl_str_mv Direitos autorais 2018 CC-BY
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos autorais 2018 CC-BY
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Tecnológica Federal do Paraná (UTFPR)
publisher.none.fl_str_mv Universidade Tecnológica Federal do Paraná (UTFPR)
dc.source.none.fl_str_mv Revista Brasileira de Ensino de Ciência e Tecnologia; v. 11, n. 3 (2018)
1982-873X
10.3895/rbect.v11n3
reponame:Revista Brasileira de Ensino de Ciência e Tecnologia
instname:Universidade Tecnológica Federal do Paraná (UTFPR)
instacron:UTFPR
instname_str Universidade Tecnológica Federal do Paraná (UTFPR)
instacron_str UTFPR
institution UTFPR
reponame_str Revista Brasileira de Ensino de Ciência e Tecnologia
collection Revista Brasileira de Ensino de Ciência e Tecnologia
repository.name.fl_str_mv Revista Brasileira de Ensino de Ciência e Tecnologia - Universidade Tecnológica Federal do Paraná (UTFPR)
repository.mail.fl_str_mv ||rbect-pg@utfpr.edu.br
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