THE SOCIAL DIMENSIONS OF SCIENCE AND TECHNOLOGY IN INTEGRATED TEXTBOOKS OF THE SCIENCE OF THE 4TH GRADE OF ELEMENTARY SCHOOL

ABSTRACT:

This article presents the results of a study that analyzed, focusing on interrelationships, the social dimensions of science and technology in integrated textbooks of the humanities and nature sciences of the 4^th grade of Elementary School. The methodological approach was qualitative in nature and we opted for the use of content analysis techniques based on Bardin (2011). The results indicated that the STS relations receive an inexpressive space in textbooks and their approach reflects a vision of socially neutral science and technology. It is suggested the critical incorporation of the STS interrelationships in didactic manuals and reiterates the need for continuing teacher training, in which the reflection, the dialogue and support of teachers educators are favored in the achievement of a more critical teaching regarding the social dimensions of scientific and technological development.

Keywords:
Textbooks; Science teaching; Early years of Elementary School; Science-Technology-Society