Curriculum sizing of STS approach in teaching science in basic education

Abstract

With the fast evolution of Science-Technology, there is the need of constant innovation, also, the teaching way, as in different methodology as with a wider look at new possibilities of curricular settings. In this perspective, the current work presents a bibliographic review of qualitative imprint, which has as analysis some corpus repository theses and dissertations of the Brazilian Institute of Information in Science and Technology. We investigate: how do bias curriculum STS is being approached in teaching Science in Basic Education? Moreover, from these, in which way do the knowledge about scientific-technology matter contribute to student’s critical knowledge? Our objective is to identify the focus given to bias curriculum STS in teaching Science, reflecting about different ways of teaching and its results, and, from this understand how this curriculum is approached and in which way it seeks to awaken it to student’s critical look. Methodologically, we used Discursive Textual Analysis that is structured in three steps: unitization, categorization and communication. From the analysis, we presented the results in two steps: a) curriculum focusing on STS in teaching Science and; b) student’s critical thinking alongside STS educational purposes. Contributing to a bigger articulation and elucidation so there is bigger critical problematization regarding curriculum, in order to produce curricular settings aiming STS relationship understanding in Basic Education, a curricular reorganization that runs through STS focus objectives.