Educação CTS no Brasil: da BNCC à Implementação do Novo Ensino Médio

Jucelino Cortez; José Claudio Del Pino; Eniz Conceição Oliveira; Vanessa Brandão de Vargas; Vanda Carolina Meyer; Francisco Jucivânio Félix de Sousa; Carliria Lima Fumeiro; Jane Herber

doi:10.34624/id.v16i3.38469

Authors

Jucelino Cortez Instituto Federal de Educação, Ciência e Tecnologia Sul-rio-grandense
José Claudio Del Pino Universidade do Vale do Taquari - Univates
Eniz Conceição Oliveira Universidade do Vale do Taquari
Vanessa Brandão de Vargas Universidade do Vale do Taquari - Univates
Vanda Carolina Meyer Universidade do Vale do Taquari - Univates
Francisco Jucivânio Félix de Sousa IFCE - Campus Maracanaú
Carliria Lima Fumeiro Universidade do Vale do Taquari - Univates
Jane Herber Universidade do Vale do Taquari - Univates

DOI:

https://doi.org/10.34624/id.v16i3.38469

Keywords:

STS Approach, Formative Itineraries, Basic Education, Science Teaching, Curriculum Guidelines

Abstract

Following the publication of the final version of the National Common Core Curriculum (BNCC) in 2018, the New High School was officially implemented in Brazil. In this article, we aim to analyze the relationships between STS Education (Science-Technology-Society) and the guidelines for teaching Natural Sciences, as outlined in the main documents that guide the implementation of these new curricula in Basic Education. To uncover these relationships, we conducted a qualitative bibliographic and documentary research (Gerhardt & Silveira, 2009) using the BNCC and the State Curriculum Guidelines as the research corpus. In these documents, we sought to identify, through Discursive Textual Analysis, which aspects are aligned with or diverge from STS Education and the propositions of the STS approach in science teaching. According to our theoretical frameworks, STS Education aims to promote the scientific and technological literacy of learners, developing in them the ability to make ethical and responsible decisions regarding issues involving science and technology in different social, cultural, and economic contexts. After this study, it was possible to identify points of convergence such as the valorization of interdisciplinarity and contextualization in the curricula, and points of divergence, such as the limited appreciation of the history of science and a scarce approach to the true role of science and technology in social issues.