Title:	(Des)enlaces entre Educação CTS e natureza da ciência para desafios contemporâneos
Authors:	Bonfim, Carolina Santos
Orientador(es)::	Strieder, Roseline Beatriz
Assunto::	Justiça social Educação científica Educação CTS
Issue Date:	6-Jul-2026
Data de defesa::	31-Jan-2025
Citation:	BONFIM, Carolina Santos. (Des)enlaces entre Educação CTS e natureza da ciência para desafios contemporâneos. 2025. 286 f., il. Tese (Doutorado em Educação em Ciências) — Universidade de Brasília, Brasília, 2025.
Abstract:	Scientific denialism, distrust in science, and attacks on democracies and social institutions require an understanding of science and its processes, as well as a more active stance by individuals on their realities. This scenario has prompted STS (science-technology-society) education researchers to rethink the science-society relationship, including an increasingly explicit approach to the nature of science (NOS). Thus, this thesis aims to weave connections between STS education and NOS, seeking to (a) question the scientific-technological enterprise involving how it affects and is affected by society and (b) consider this understanding and act towards a more just society. Ultimately, we re-signify the pre-established articulations, producing new categories that encompass the deepening undertaken. Methodologically, the study includes empirical and theoretical movements. Chapters (1), (2), and (3) are essentially empirical. In (1), we aim to identify and characterize articulations between STS education and NOS more broadly, that is, in the absence of a specific context. We delineate boundaries between the areas, mediated by Socioscientific Issues (SSI), emphasizing scientific (non) neutrality. In chapter (2), STS-NOS articulations are drawn based on the context of radioactivity. Here, we reaffirm the prioritization of the approach of non-epistemic aspects and propose a matrix that systematizes these conclusions. The interconnections between STS and NOS are reexamined through the lens of sociopolitical activism (SPA) in (3), which represents a pathway for students' action as promoters of social improvements. As a result, models of SPA in teaching practices are presented, unveiling their structure and levels of development. The contributions outlined from the empirical steps gain traction in the theoretical discussions of chapters (4) and (5), which explore NOS and STS, respectively. In (4), we delve into the nature of science from a denialist scenario (anti-vaccine movement). We define classification characteristics for scientific denialism besides identifying inherent gaps in scientific and technological questioning (STS education). Chapter (5) gathers reflections and contributions related to PLACTS/STS education from two perspectives: problem-solving and social practice. Chapter (6) explores social justice (JS) in STS education and NOS. Among our contributions, we highlight an established model to articulate CTS and NDC from JS dimensions. Finally, we gather each chapter's contributions and define elements to be problematized in the STS-NOS articulation, aiming to guide future practices and research for forming individuals who learn while acting.
metadata.dc.description.unidade:	Instituto de Ciências Biológicas (IB) Faculdade UnB Planaltina (FUP) Instituto de Física (IF) Instituto de Química (IQ) Faculdade de Educação (FE)
Description:	Tese (doutorado) — Universidade de Brasília, Instituto de Ciências Biológicas, Instituto de Química, Instituto de Física, Faculdade UnB Planaltina, Faculdade de Educação, 2025.
metadata.dc.description.ppg:	Programa de Pós-Graduação em Educação em Ciências
Licença::	A concessão da licença deste item refere-se ao termo de autorização impresso assinado pelo autor com as seguintes condições: Na qualidade de titular dos direitos de autor da publicação, autorizo a Universidade de Brasília e o IBICT a disponibilizar por meio dos sites www.unb.br, www.ibict.br, www.ndltd.org sem ressarcimento dos direitos autorais, de acordo com a Lei nº 9610/98, o texto integral da obra supracitada, conforme permissões assinaladas, para fins de leitura, impressão e/ou download, a título de divulgação da produção científica brasileira, a partir desta data.
Agência financiadora:	Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Appears in Collections:	Teses, dissertações e produtos pós-doutorado

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