CTS education and the non-neutrality of science-technology: a look at educational practices focused on the energy issue
Autor(a) principal: | |
---|---|
Data de Publicação: | 2018 |
Outros Autores: | |
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. |
id |
UTFPR-7_26df6a3c98dd8174deae34a7123a5478 |
---|---|
oai_identifier_str |
oai:periodicos.utfpr:article/7292 |
network_acronym_str |
UTFPR-7 |
network_name_str |
Revista Brasileira de Ensino de Ciência e Tecnologia |
repository_id_str |
|
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 |
_version_ |
1787713870621573120 |