STS EDUCATION AND CRITICAL AND CREATIVE THINKING IN BRAZIL: A NARRATIVE REVIEW

Abstract

Science, Technology, and Society (STS) Education contextualizes teaching through socio-technological issues to promote citizenship education. In this context, the development of critical-creative thinking has gained prominence as an essential capability for training students to analyze, question, and solve complex real-world problems. This research analyzes the relationships between STS Education and the promotion of critical and creative thinking in Science teaching in Brazil, as presented in articles, books/chapters, theses, and dissertations. The qualitative methodology, a narrative review, allowed for the mapping of these productions over the last two decades, justified by two aspects: (a) the need to systematize the still fragmented discussions on STS and critical/creative thinking in the country; and (b) a lack of studies that delve into dimensions such as skills, dispositions, and thinking criteria/norms in practice. The results indicate recent research, much of which is theoretical or still conceptually vague. There is a growing interest in basic Science education, where creativity is seen as complementary to critical reasoning in solving socio-scientific problems. Brazilian works are still scarce compared to international productions, including Portuguese ones, which are already advancing in integrated pedagogical models. The impact of this research reinforces the urgency of teacher training and the promotion of a more reflective, innovative, and contextualized science education. Gaps remain in research regarding didactic strategies and assessment, pointing to the need for more empirical studies within the Brazilian context.