The increasing environmental degradation and the recognition of critical problems nowadays, mainly energetic questions, have intensified the concerning by researchers and science teachers in order to consider in science teaching activities on aspects related to interactions between human beings and the environment. The necessity of incorporating questions related to values and the interactions between science, technology and society in science teaching activities began to be recognized as crucial by science teachers and experts. An objective resulting of this tendency is to approach Science, Technology and Society (STS) as a whole of proposals to science teaching. In Brazil there are few researches in science teaching trying to explore theses possibilities and few classroom experiences dealing with this approach. This research was carried out from may to November, 1996. It systematically collected data in one class of 12 years olds Brazil's Fundamental School (from 7 to 14 year olds). A discussion with pupils of a national project installed in Brazil in 1975 to product ethanol as an alternative source of energy for cars was promoted. A complete set of activities applying diversified teaching procedures and pedagogic materials were planned and carried out. The results indicate that, if we can offer to pupils opportunities for discussing and reflecting, through diversified teaching procedures and a rich environment in terms of pupils proposals and questioning, we can bring to classrooms different dimensions related to science, technology, society and environment, from specific examples close to pupils, about science and technology development.
Pró-Álcool; Environment; Science; Technology and Society; Science Teaching; Environmental Education