| dc.description.abstract | In this country marked by historical and current sociocultural inequality, it is essential to develop a formative educational project that unveils this reality, that builds bridges instead of chasms and ensures access, permanence and quality in education. Thus, in face of the disastrous results obtained by the Brazilian educational system in its evaluative systems and its public policies, it becomes essential to return the school to the Brazilian people, in a formative process of reconstruction that extends beyond the
school walls, reaching the heart of the school community. Therefore, our investigation sought to understand what are the potentialities and implications of the formative process facing the school community, using themes associated with the Latin American Thinking on Science, Technology and Society (PLACTS), under the conception that touches literacy and post-literacy in a critical perspective of its life context. For this, structuring ourselves in communities of practice (CoPs) and based
on the thought collectives (PCs), we propose formative meetings based on the assumptions of an education in Science, Technology and Society, in the perspective of Latin American Thinking (PLACTS) and based on scientific knowledge and dialogicity between the subjects, seeking to promote literacy and post-literacy, in the perspective of a critical reading of their life context. Thus, the records were made by
means of recordings of the meetings held virtually - by Google Meet - and, subsequently, the dialogues constituted the data that were transcribed for interpretation and analysis from the Textual Discourse Analysis (TDA). The analysis of the results allowed four categories to emerge: (1) "The dialogicity and egalitarian dialogue in the community of practice"; (2) "The community of practice as a collective
of thought"; (3) "Literacy as a critical perspective: an education beyond the school intramurals"; (4) "The PLACTS allied with CTS education: the PLACTS education". Thus, we can conclude that the formative meetings provided an unveiling and a denuding of reality, as they promoted action and reflection, literacy and post-literacy, providing the breaking down of barriers that separated the school from its community.
Therefore, with the formation of a single way of thinking, based on an egalitarian dialogue and consistent with the themes that permeate our life context, we transform not only the physical, psychic, and relational reality of the subjects, but mainly their hearts. Discussions that centered on the local and Latin American context, made possible the emergence of a new concept: PLACTS education. | |
