Abstract:
Increasingly, technological-scientific literacy has been postulated while fundamental dimension in the social dynamics related to technological-scientific development. However, technological-scientific literacy covers a wide spectrum of meanings. The objectives are diverse and diffuse. This paper discusses technological-scientific literacy according to reductionistic and broad perspectives. The reductionism, in our analysis, does not consider the existence of constructions that underlie the production of technological-scientific knowledge, such as the one that leads to the conception of science and technology neutrality. This conception can be related to myths which are called superiority of technocratic decisions' model, technological-science saving perspective and technological determinism. The broad perspective, proposed in this work, aims to comprehend the interactions among Science-Technology-Society (STS), associating the learning of concepts to the myths discussions.
Keywords:
technological-scientific literacy; science-technology-society.