dc.contributor | Auler, Décio | |
dc.contributor | http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4708444P6 | |
dc.contributor | Santos, Wildson Luiz Pereira dos | |
dc.contributor | http://lattes.cnpq.br/6094379265028380 | |
dc.contributor | Muenchen, Cristiane | |
dc.contributor | http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4229240T0 | |
dc.creator | Rosa, Suiane Ewerling da | |
dc.date.accessioned | 2014-12-05 | |
dc.date.available | 2014-12-05 | |
dc.date.created | 2014-12-05 | |
dc.date.issued | 2014-04-16 | |
dc.identifier | ROSA, Suiane Ewerling da. NON-NEUTRALITY OF SCIENCE TECHNOLOGY: QUESTIONING SILECING IN EDUCATIONAL PRACTICES RELATED TO STS (SCIENCE-TECHNOLOGY-SOCIETY). 2014. 123 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2014. | |
dc.identifier | http://repositorio.ufsm.br/handle/1/7127 | |
dc.description.abstract | The STS movement has as a main objective the democratization of decision-making on social issues involving science-technology (ST). Also, this arises in contexts in which the supposed neutrality of ST began to be questioned. Neutrality understood as legitimizing technocratic decision models. In the educational field, I seek curriculum geared toward to the creation of a culture of participation, based on reference Freire-STS and LATSTS (Latin American Thought in Science Technology Society). As well, my research problem was: Historic Buildings, called myths, in other words, the supposed neutrality / superiority of technocratic decision model, the Salvationist perspective / redeeming attributed to ST and scientific-technological determinism, sustained and feeding back the supposed neutrality have been worked on educational practices related to the Science-Technology-Society? Which referrals have been given? The objectives that guided the research were: i) identify, in educational practices presented in the literature of the area, the approaches given to the three historic buildings; ii) analyze and deepen the featured aspects in regard to the three historic buildings, in a vision of non-neutrality of ST; and iii) signal parameters to Science Education in order to support proposals for educational practices. Methodologically, consisted of a qualitative research, bibliographic nature, being the corpus of analysis consisting of six articles published in journals in the field of Science Education. I used the Textual Discourse Analysis, which resulted in three categories of analysis: a) Silencing on the design of ST may be signaling an endorsement to a close understanding of the scientific-technological determinism; b) Silencing on dimensions other natures, beyond the scientific-technological in decision-making processes; and, c) Silencing about the values internalized in the scientific-technological product. | |
dc.publisher | Universidade Federal de Santa Maria | |
dc.publisher | BR | |
dc.publisher | Educação | |
dc.publisher | UFSM | |
dc.publisher | Programa de Pós-Graduação em Educação | |
dc.rights | Acesso Aberto | |
dc.subject | Ciência-tecnologia-sociedade | |
dc.subject | Práticas educativas | |
dc.subject | Não neutralidade da ciência-tecnologia | |
dc.subject | Science-technology-society | |
dc.subject | Non-neutrality of science technology | |
dc.subject | Educational practices and silencing | |
dc.title | Não neutralidade da ciência-tecnologia: problematizando silenciamentos em práticas educativas relacionadas à CTS | |
dc.type | Dissertação | |