Abstract
We present an analysis about processes of definition and construction of curricula based on educational repercussions of the Science-Technology-Society (STS) movement. The study sought to respond the question: how has the definition and organization of curriculum been conducted in educational practices realized in the field of the STS movement? We analyze articles published in Brazilian journals concerning education in sciences, focused on educational practices in this field and use Discursive Textual Analysis (DTA). The references included the educational repercussions of STS, concepts of Paulo Freire and proposals of the Latin American Thinking in Science-Technology-Society (LATSTS). The results were summarized in: (i) Thematic Curriculum, (ii) Teachers Selection of Themes to Comply Lists of Contents, (iii) the Non-Realization of the Investigation of the Themes and (iv) Foci of the Collaboration and Interdisciplinarity. We identify limits that indicate challenges to science education: possible weakening of Freire's concepts, indications of a methodological reductionism and the non-problematized consumerism.
Keywords:
STS Movement; Science education; Curriculum; Paulo Freire; Latin American Thinking in Science-Technology-Society