OLHARES PARA A EDUCAÇÃO CTS A PARTIR DA PEDAGOGIA HISTÓRICO-CRÍTICA: REVISITANDO AS APROXIMAÇÕES

This theoretical work aims to discuss elements of Science, Technology and Society Education (STS), considering Historical-Critical Pedagogy (PHC), in search of new approaches between these references, taking Science Teaching (ST) as its horizon. We analyzed works in literature that established relationships between these fields and elaborated a synthesis, organizing the results from six categories. The main results indicate: i) the centrality of social practice and its contradictions in formative activities; ii) directing educational objectives towards the transformation of production relations; iii) understanding the methodology in an integrated way with critical reflection; iv) the appreciation of systematized contents, in the specificities of STS relations, in the search for a social transformation; v) the relevance of the theoretical-practical appropriation of ethical, philosophical, macro-social and psychological aspects that involve the Training and Role of Teachers; and iv) the confluence between ontological aspects linked to the understanding and production of Science and Technology.