A presença da não neutralidade da ciência-tecnologia em literatura sobre a educação básica

From the mid-twentieth century onwards, a portion of the population began to observe scientific-technological development with a more critical view, resulting in the Science-Technology-Society Movement that, over the years, gained strength and entered on education. The teaching based on this approach aims, among other aspects, the education of a critical citizen capable of acting positively in the society in which is inserted. Thus, from themes related to the student's experiences, it is intended to be able to perceive aspects related to the development of Science-Technology, as well as its non-neutrality, to demystify several mistaken views about them. Thus, we investigate how they attend and what referrals are given to educational practices from the perspective Science-Technology-Society in the discussion of non-neutrality of Science-Technology and values present in scientific-technological development. The corpus of analysis was composed by works published in the annals of the editions of; the National Meeting of Chemistry Teaching, National Meeting of Biology Teaching, and Research Meeting in Physics Teaching, this corpus was submitted to discursive textual analysis, aiming to identify and characterize the approach given to the non-neutrality dimension of Science-Technology. We summarize the results in 1) Misconceptions about scientific-technological development and the Science-Technology-Society approach; 2) Non-neutrality of Science-Technology, overcoming myths; 3) Social participation, critical-reflexive posture presented after the implementation of the practices. We signal that by working with the Science-Technology-Society approach we are promoting the expansion of the concepts of non-neutrality of Science-Technology, as well as, promoting the education of responsible and qualified subjects to intervene positively in the environment in which they are inserted in the society.