An energetic matrix of teaching in Science, Technology-Society (STS) education: defining a conceptual framework

Abstract

Assuming its theoretical nature, this article aims at developing rationales about the meaning of an energetic matrix of teaching in Science-Technology-Society (STS) education that goes beyond the recognition of different impacts of a given matrix, by focusing on exploring the conceptual field of STS critical education. This educational approach aims at discussing the contradictions and inconsistencies of the current production and consumption model, which requires unbearable amounts of degraded energy. In this sense, discussions regarding an energetic matrix of the teaching process in face of social and environmental injustices, and in the context of the use of energy and materials, cannot remain silenced. Especially considering that this kind of teaching ends up reinforcing neutrality conceptions of science and technology, which defines un unlimited growth model that ignores entropic limits. Hence, changes in educators and students’ conceptions about science, technology and social models are claimed, towards a more sober energy matrix. In short, this concern cannot be restricted to the search for new, “cleaner” and renewable energy technologies; especial attention must be given to social lifestyles that are more committed to the dignified surviving of current and future generations.