Forging New Paths: Literature Mapping on Activism in Science Education
DOI:
https://doi.org/10.34624/px838244Keywords:
Science Education, Activism, Sociopolitical Action, Literature reviewAbstract
The urgency imposed by contemporary socio-environmental crises and the need for scientific literacy focused on social justice have driven growing interest in activism within Science Education (SE). This qualitative study aims to map and analyze research trends on this theme in national and international journals. The methodology consisted of a bibliographic survey resulting in the analysis of 33 productions selected from the REDIB, REDALYC, ERIC, SciELO, and CAPES Journals databases (2006-2024). Data were subjected to Discursive Textual Analysis (DTA), from which three categories emerged: (1) The Emancipatory Role of an Activist Science Education; (2) Challenges and Limitations of Activism in SE; and (3) Requirements for an Activist Science Education. The results reveal that although activism is recognized as a catalyst for student empowerment and political agency, its implementation faces structural barriers imposed by neoliberal logic and curricular constraints. It is concluded that the transition to an activist SE requires an epistemological restructuring of teaching practice, replacing the focus on passive reception of information with the construction of collaborative networks and dialogue with the knowledge of social movements, aiming for a conscious and informed intervention in reality.
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