| dc.description.abstract | The lack of understanding about some everyday events involving science and
technology can have repercussions for the social life of all of us, as our
participation in political decisions or understanding of the world and its scientifictechnological development becomes limited. Limitations in social responsibility
actions can be considered as resulting from the dehumanization process of the
individuals. Moreover, we must remember that science, as human production, is
not free of values, and its development can have future impacts on society and
the world. In the search for a way to overcome this process, science education
committed to the development of critical awareness, shows the fundamental
formation of individuals, as it enables understanding and critical positioning in
front of the impacts of technological development on society. To develop scientific
training for social responsibility and critical positioning regarding the impacts of
scientific-technological development, our research sought to understand what are
the potentials of an extension activity based on the socio-scientific issues of
pesticides, in the scientific and critical training of participants. When talking about
the extension, considered part of the university tripod, we believe in its articulating
role that through communication and dialogue, educator and student get
educated in communion. Thus, in the context of the extension activity, based on
communication, proposed at UFSCar, campus Araras, we constituted our data
based on the theoretical-methodological references of the participating research.
The records were made through recordings of the activities performed and later
transcribed, and provided us with data to interpret according to designated a priori
and a posteriori categories based on Content Analysis. Data analysis allowed us
to conclude, discuss discussions about the intentionality of S&T development,
about the University and its role in the training of professionals, about the
extensions of universal extension and the possibilities of communication between
the University and the community, among other topics, there is a formation of
individuals. Science teaching through the SSI is a way to scientifically educate
students, who end up with problems in the world, develop critical awareness, and
engage in the search for social justice and public participation in issues involving
scientific and technological knowledge. | |
