Analises da nanociência e nanotecnologia na perspectiva de ciência, tecnologia e sociedade cts

In this contribution, we discuss and analyze some aspects of nanoscience and nanotechnology, based on the approach kwon as Science, Technology and Society (STS), as well as the prospects of Philosophy of Technology. In this context, we specify the constitute the nanoscience and nanotechnology analytic research field. I is also reported its genesis and limits, emphasizing the impacts of nanotechnology in the development of the contemporary society, such as the possible benefits and problems associated to the use of nanotechnology, as well as environmental impacts, doubts and uncertainties that permeate this areas, in addition some ethical questions and public policies for the sector are analyzed.

Quais relações estabelecidas entre ensino de química, educação ambiental e o enfoque CTS?: um estado da arte de alguns periódicos nacionais

This work presents results of art state that searched articles to bring in its wake the relationship between Teaching of Chemistry (TC), Environmental Education (EE) and the Teaching of Chemistry directed from the Science Technology and Society (STS) standpoint. The research was carried by articles surveying in major magazines Brazilian Environmental Education and a reference in the research magazine of Science Education, being performed a qualitative analysis of those items that were identified. It was noted that little is produced on the subject of interest within this field, in mid-1998 to June 2012. In the articles analyzed did not find a perspective that allied relationship STS and EE, or EE, STS and TC. Nine articles were found in relation EE and TC, and TC and three articles STS, constituting two thematic axes: Relationship between Environmental Education and the Teaching of Chemistry and Relationship between Science and Technology Society and Chemistry Teaching, The discussion was given from the contents that comprised the categories created. The first axis involved: a) Teacher of Chemistry and EA b) Contents of Chemistry and EE, and c) Concepts and practices of EE Chemistry teachers. The second axis of the categories are: a) formative processes and conceptions of chemistry teachers in STS: b) Analysis of TC practice focusing STS. There were works produced by the same authors, who mostly used the same theme in different magazines for publication only changing the perspective of analyzing the results. Finally, a scenario indicates that restricted thematic research and the need to advance with future work