Almost three decades of CTS in Brazil!: about advances, discomforts and provocations

• Autor(a) principal: Bazzo, Walter Antonio
• Data de Publicação: 2018
• 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/8427
• topic: 9.05.00.00-8; equação civilizatória; CTS no Brasil; desenvolvimento humano; educação desobediente; Civilization equation; CTS in Brazil; Human development; Disobedient education

A brief review and self-criticism about the results and repercussions of the introduction of CTS in Brazilian education is the focus of this article. From the point of view and perspective of one of the authors who has been active in the area, this paper presents general observations about the CTS and its future possibilities, especially regarding the educational aspect. There are many works in bibliographical terms, foundation and sedimentation of research groups, scientific articles, congresses and similar ones. However, does the educational process of the vast majority of schools take into account the knowledge accumulated over the last thirty years, for example? What effectively do the impacts of this approach under your curricula and teacher training? Has CTS, along with its importance, still have lulled by the fetishism of its idiom, without, however, meeting its greater goal of demystifying science and technology based on its unshakable foundations to promote technological development apart from human development. The understanding of a new civilization equation based on a more 'disobedient' education may be one of the proposed ways of reversing the current stage of scientific and technological education, predominantly in Brazil.