Análise das relações ciência-tecnologia-sociedade em livros didáticos de química geral

Abstract

Studies on behavior and beliefs related to STS (Science, Technology and Society) interactions have repeatedly pointed to the limited perspective that students and teachers have on those interactions, leaving space to questioning how to cause them to have a more critical and reflexive behavior. In this context, this work aims to analyze how General Chemistry textbooks address Science and its interactions with technology and society. For this purpose, chapters regarding the concepts of acids and bases in nine textbooks frequently used in Brazilian higher education were analyzed. The results show a small number of STS discussions in the textbooks and, when references are made to said interactions, they appear as historical and epistemological content.