Limites da educação CTSA tradicional frente à crise socioambiental

Abstract

In this dissertation, we conduct an analysis of the field of STSE Education (Science, Technology, Society, and Environment) within the context of the contemporary socio-environmental crisis, proposing a radicalization of the field's critique based on a Marxist framework. The investigation, developed in a multi-paper structure, consists of two complementary studies – a systematic literature review that mapped and analyzed 23 works from Brazilian national production between 2014 and 2024, and a theoretical essay that addresses the identified gaps. To carry out the literature review, we used the following databases: Capes Journal Portal, SciELO, and Scopus, selecting Brazilian Portuguese articles, peer-reviewed, that explicitly align themselves with STSE Education and centrally address the environmental theme. The review results show that most of the analyzed articles (17 out of 23) present difficulties in concretely articulating the socio-environmental issue with capitalist economic, political, and social structures, with prevailing views of the Environment that approach the conservative macro-tendencies of Environmental Education. By reducing the socio-environmental crisis to administrative and individualizing issues, these views end up depoliticizing its analysis. The theoretical essay, in light of this diagnosis, advances the construction of a foundation for a Radical STSE Education, articulating categories from the Marxist framework – both from the critique of Marxist political economy and from Marxist ecology – to understand the socio-environmental crisis as an expression of the very dynamics of capitalist accumulation, with scientific and technological development being structurally conditioned by this logic.