FUTURE-ORIENTED SCIENCE EDUCATION: AN ANALYSIS OF NARRATIVES ON DISRUPTIVE TECHNOLOGIES

• Grant number: 24/06441-3
• Support Opportunities: Scholarships in Brazil - Doctorate
• Start date: January 01, 2025
• End date: December 31, 2028
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Principal Investigator: Mauricio Pietrocola Pinto de Oliveira
• Grantee: Leandro do Nascimento Silva
• Host Institution: Faculdade de Educação (FE). Universidade de São Paulo (USP). São Paulo , SP, Brazil
• Associated research grant: 22/06977-5 - Implementation research of curriculum innovation, pedagogical strategies, and emerging technologies for quality-equity in basic education, AP.TEM

Abstract

The social threats of scientific and technological development have changed the way people relate to science and technology, putting them in situations where action is increasingly limited. Without a reference to guide the way we act, in other words, without a past to help us understand the present, the future becomes increasingly pessimistic, resulting in increased anxiety and discredit towards scientific and technological advances. Faced with this, strategies capable of investigating and forecasting the future are increasingly necessary, given the influence of science and technology on everyday life and their influence on global threat events. Despite the pessimism, academic literature indicates that it is possible to develop a more optimistic and sustainable vision of the future through creativity and imagining possible futures. Drawing on the literature on future-oriented science education and Ulrich Beck's Risk Society theory, this study aims to analyse perspectives of the future from narratives produced by high school students, based on a survey of disruptive technologies with a stakeholder. This survey will be the object of analysis for the development of a didactic module for Basic Education, aimed at exploring possible futures and possibilities for action when addressing issues related to disruptive technologies. We hope to develop a didactic-methodological tool that creates opportunities for investigation, argumentation and the creation of scenarios involving scientific and technological development.