Education for sustainability and STSE education: confluences for science teaching

Abstract

In this article we discuss some confluences between Education for Sustainability and STSE Education in the context of Science Education in Brazil. To do so, we start from a theoretical approach in works by reference authors that we developed with the systematization of the main assumptions and characteristics of the aforementioned fields of knowledge. The analytical movement undertaken enabled us to realize that STSE Education and Education for sustainability, except for their specificities, articulation of several elements in common with regard to social objectives and specifics, methodologies and/or didactic-pedagogical strategies and epistemological perspectives assumed. Such articulation in science teaching can contribute to socio-environmental and politically conscious training of subjects so that they make responsible decisions in society and act collectively to achieve sustainable knowledge and practices.