THE SOCIAL DIMENSIONS OF SCIENCE AND TECHNOLOGY IN INTEGRATED TEXTBOOKS OF THE SCIENCE OF ELEMENTARY EDUCATION: THE SOCIAL DIMENSIONS OF SCIENCE AND TECHNOLOGY IN INTEGRATED TEXTBOOKS OF THE SCIENCE OF THE 4TH GRADE OF ELEMENTARY SCHOOL
This article presents the results of a study that analyzed focusing on interrelationships the social dimensions of science and technology in integrated textbooks of the humanities and nature of the 4th year of Elementary School. The methodological approach was qualitative in nature and we opted for...
| Autores: | , , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Institución: | Universidade Federal de Minas Gerais (UFMG) |
| Repositorio: | Ensaio (Belo Horizonte. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.ufmg.br:article/16009 |
| Acceso en línea: | https://periodicos.ufmg.br/index.php/ensaio/article/view/16009 |
| Access Level: | acceso abierto |
| Palabra clave: | Livro Didático; Ensino de Ciências; Anos Iniciais do Ensino Fundamental; Ciência-Tecnologia-Sociedade. Didactic Book. Science teaching. Early years of Elementary School. Science-Technology-Society. Libro didáctico. Enseñanza de las ciencias. Primeros años de primaria. Ciencia-Tecnología-Sociedad |
| Sumario: | This article presents the results of a study that analyzed focusing on interrelationships the social dimensions of science and technology in integrated textbooks of the humanities and nature of the 4th year of Elementary School. The methodological approach was qualitative in nature and we opted for the use of content analysis techniques based on Bardin (2011). The results indicated that the STS relations receive an inexpressive space in the didactic books and your approached reflects a vision of socially neutral science and technology. It is suggested the critical incorporation of the STS interrelationships in didactic manuals and it reiterates the need for continuing teacher training, in which the reflection, the dialogue and support of teachers educators are favored in the achievement of a more critical teaching in relation to the social dimensions of scientific and technological development. |
|---|