Overview of publications on the CTS approach in chemistry teaching in Brazilian journals: a systematic review

Abstract

Contemporary society faces profound transformations in multiple domains, such as social, economic, environmental, and political, many of which are intrinsically related to the worsening of environmental problems. In this context, education emerges as an essential tool to foster a critical and reflective understanding of such issues and promote sustainable global development. The proposed systematic review aims to identify and analyze studies discussing Science, Technology, and Society (STS) education in chemistry teaching in Brazil, from 2014 to 2023. The adopted methodology covered three databases and three prominent journals in the field. After applying specific filters, 26 articles meeting the established inclusion criteria were selected. The analysis of results revealed a significant gap regarding the approach to the Sustainable Development Goals (SDGs), despite their importance in promoting citizenship and awareness of global challenges. Additionally, a predominance of studies with objectives focused on describing and reflecting on teaching practices was identified, suggesting the need to expand research exploring new themes and educational strategies aligned with the SDGs. This review emphasizes the importance of expanding the scope of investigations in the field of STS education, considering emerging socio-environmental challenges and the relevance of the SDGs for citizen formation.