Caminhos para decolonizar a educação científica: decolonizar as relações CTS

This paper aims at discussing ideas about pathways to decoloniality in Science-Technology-Society (STS) relations through science education. Thereunto, we analyze some relevant references based on three key elements described in dominant historiography: unification of the STS movement, its origin in social awareness, and the questioning scientism. Rethinking STS relations, for us, begins in science education and in the teaching work for scientific learning, through reconceptualization of the field and critical education about social function of science and technology. This involves considering the multiple teacher training pathways for teaching work, as well as their foundations in education. Therefore, we extend a reflective invitation to readers to occupy this space, continuing these discussions according to their own inquiries and potential problematizations that may arise along the way.