Risk Pedagogies: scientific literacy in pandemic times

Abstract

This article describes the risk competence and its inclusion in science education. The main theoretical-methodological proposals, reported in the specialized literature for the pedagogical treatment of risk, are identified and analyzed, and their relationship with the main theoretical paradigms that define risk is discussed. The relevance of incorporating the SSI scheme into the main proposals for risk teaching is argued, and a didactic metamodel is proposed to facilitate the implementation of a risk pedagogy at the science school.