SCIENTIFIC AND TECHNOLOGICAL LITERACY IN THE CONTEXT OF RISK SOCIETY: EVALUATION OF A TEACHING SEQUENCE FOCUSED ON CITIZENSHIP TRAINING

Abstract

The aim of the study is to investigate, together with Chemistry teachers, the relevance of a didactic sequence, and its contributions, to the citizenship formation of high school students. The sequence structured for High School includes the theme “Agrotoxics”, based on Scientific and Technological Literacy (ACT) based on Fourez (1997) and on the understanding of Risk Society in Beck (2011). The qualitative research focuses on the manifestations (questionnaire and interviews) of ten teachers participating in a continuing education course. The data are analyzed through Discursive Textual Analysis, with three pre-established categories - ACT Attributes, Risk Awareness and Citizenship Education - and two emerging categories (Interdisciplinarity and Confrontation of Scientific Obscurantism). The results point to the relevance in didactic and theoretical terms, highlighting the opportunity to establish a debate on the valorization of science in society, responsible decision-making and the role of the school in the education of citizens.