An Integrative Review of Publications that Articulate Liberating Education and Science-Technology-Society (STS) Education in Science Teaching in the Brazilian Context

Abstract

In this work, it is considered that the assumptions of Liberating Education and STS Education, when articulated, contribute to the democratization of decisions about social issues involving science and technology and to a science teaching that provides a critical view of the world. Aiming to corroborate the studies on the articulation of these perspectives, this work was carried out with the objective of analyzing publications on the articulation between Liberating Education and STS Education in the area of Science teaching in the Brazilian context. Based on an integrative literature review, over a ten-year period (2012-2022), the following were considered as research data: minutes of the National Research Meeting in Science Education (ENPEC); six academic-scientific journals from the A1 and A2 strata of the Science teaching area defined by CAPES Qualis, in the 2017-2020 quadrennial evaluation; and the IBICT repository at the Brazilian Digital Library of Theses and Dissertations (BDTD). The integrative review shows that the articulation between Liberating Education and STS Education: has different purposes, among which, the political redirection in Science teaching; it is carried out in different ways, such as, for example, through Thematic Investigation; it promotes possibilities, such as curricular reconfigurations based on a critical perspective and social context; and it contains limitations such as the gap between Freire's assumptions and scientific literacy.