In this article we analyze a text about traffic education from a science textbook of elementary school written by researchers and approved by the Brazilian Science Textbook Evaluation Program, in its relationship with the theoretical contributions of Science-Technology-Society (STS) based on critical discourse analysis The results point discursive strategies recontextualized mainly the concept of velocity, comprising environmental issues of major cities in the involvement of students through, risk reflection (individual and collective), exposure placements and the problems found by everyday actions involving movement of people and vehicles (traffic safety, automobile technology, accidents).
Keywords:
textbook; critical discourse analysis; science-technology-society