Como se materializa a perspectiva ciência, tecnologia e sociedade na reforma do ensino médio – área de ciencias da natureza - em documentos curriculares legais?

The study deals with an investigation into official curriculum documents drawn up in the context of the reform of the New High School (NHS), with the aim of identifying and analyzing how (and if) the assumptions of the Science, Technology and Society (STS) perspective are materialized in the political legal texts. As a methodological proposal, we carried out a Documentary Analysis and interpreted the data using Content Analysis, using the National Common Core Curriculum for Secondary Education, the National Curriculum Guidelines for Secondary Education and the Referencial Curricular Gaúcho for Secondary Education as the analytical corpus. The results show that, although the curricular documents mention the importance of addressing STS principles, this stated intention is limited, since, in the case of the area of Nature Sciences and their Technologies, the reduction in the workload of the curricular components of the area challenges teachers to meet the minimum specific knowledge of the subjects, work on knowledge of the training itineraries without training to do so and manage to prioritize teaching from a STS perspective. The analysis of the documents shows that the reform reflects the influence of neoliberal educational policies, with a focus on competitiveness and efficiency, which compromises the articulation with STS, whose principles value training for an education focused on critical citizenship and social sustainability.