Author(s)

Marcos Fernandes-Sobrinho^1,2

¹Postgraduate Program in Professional Technology Education, Federal Institute Goiano (IF Goiano), Urutaí, Brazil.
²Postgraduate Program in Education for Science of the University of the State of São Paulo (Unesp), Bauru, Brazil.

In this article we identify and analyze texts on physics questions in seven editions of a Brazilian national exam, with the purpose of bringing contributions to teaching planning and pedagogical actions with the perspective of supporting the creation of socio-scientific discussions (SSD), capable of inducing students in their citizenship development, in view of the difficulties of being worked in Sciences/Physics teaching environments appointed by the literature. A Brazilian state was chosen as a field, whose locus included six municipalities and 12 public institutions of basic education. Given that the results seem to distort the reality of the school context, the aforementioned difficulties were then theoretically and empirically disassembled, proving to be potentially minimized with the establishment of trails that enable the teacher to work on SSD identified in materials of easy and universal access, which contributes with advancement in the field of Science-Technology-Society education.

STS Education, Controversial Themes in the Classroom, Socio-Scientific Issues in National Exam, Socio-Scientific Discussions and Teaching Plan

Fernandes-Sobrinho, M. (2018) Enunciative Texts Present in Physical Issues of Editions of a Brazilian National Exam as Possible Triggers of Socio-Scientific Discussions. Creative Education, 9, 308-321. doi: 10.4236/ce.2018.92021.