Dialogues between digital culture skills and scientific, critical, and creative thinking in the National Common Curricular Base

ABSTRACT

Education in Science, Technology, and Society (STS) retrieves a political agenda, understanding that neutrality in this context is linked to submission to hegemonic values and shifts the role of people in terms of technological rationality. Thus, this article analyzes the content of the scientific, critical, and creative thinking competency (PCCC) of the National Common Curricular Base (BNCC) and proposes relationships between this and the digital culture competency (CD) through a critical bias, anchored in the Critical Theory of Technology (CCT). For this, we use Bardin’s content analysis methodology and the TCT for constructing the categories. Seven of the nine analyzed sub-dimensions showed neutrality and determinism concepts. The conclusion is that the STS field contributes to a critical approach between the PCCC and CD competencies and the construction of a teaching practice linked to criticality and dialogicity.

Keywords:
STS Education; Critical Pedagogies; BNCC