Relations between science, technology and society in the discourses on socioenvironmental themes of science and biology teachers of Rio de Janeiro, Brazil

Abstract

The discussion of socioenvironmental themes in the teaching of Science and Biology should seek an approach of rupture with the traditional conception, behavioral, conservative and preservationist environment. We understand that, from a STS Education, the teacher provides the student’s contact with the environmental, complex and abstract knowledge, bringing reflections about the historical, social, political and economic components through contextualized analyzes. However, in developing his work, the teacher (re) produces discourses on the relationships between environment and society that guide the socio-environmental themes. Taking into account the importance of language, the present research was based on the theoretical-methodological reference of French Speech Analysis to discuss the relations between science, technology and society in the speeches of three professors of Sciences and Biology of Rio de Janeiro, Brazil on social and environmental themes. We present analyzes of the qualitative and empirical research that was done from semistructured questionnaires. The results reveal, in a general way, that the constitution of the discourses on science, technology, society and environment are crossed by different meanings, established through certain conditions of production, associated to the academic formation strongly marked by the hegemonic character of science.