Knowledge Dialogues: new horizons for the re-signification of STS Education from Freire's perspective
Science Education. STS Education. Paulo Freire. Dialogue of knowledge.
This work is part of the list of those who defend and seek a scientific education that contributes to the emancipation of oppressed social segments. It is based on assumptions made by educator Paulo Freire and Latin American Thought in Science, Technology, Society (PLACTS); in addition to considering reflections on dialogue of knowledge, coming from different fields. In the light of these references, articulated to the Discursive Textual Analysis of productions in the area of Teaching, in particular, in the field of Freire-CTS Education, we characterize purposes and assumptions of the defended educational perspective, associated with: i) the development of a culture of participation; ii) the questioning of scientific-technological activity, and, iii) the thematic organization of the school curriculum. Associated with that characterization, we verbalized denouncements and announcements, related to the need to expand the participation of oppressed subjects, to consider other social markers when problematizing scientifictechnological activity and other knowledge in the process of thematic reduction of contents. In particular, this resulted in a re-reading of the Thematic Investigation, carried out with the intention of contributing, in a more direct way, to the universe of educational practices, in particular, those that seek a scientific education committed to the unveiling and transformation of realities marked by contradictions and social, economic and cognitive