<p> A significant number of Liberian ex-militants are unemployed and underemployed despite the job skills, formal education, and entrepreneurial training they received as participants in the Formal Disarmament, Demobilization, and Reintegration (DDR) program that was established to reintegrate combatants into civilian society at the end of the two civil wars in Liberia in 2003. The purpose of this study was to examine the strengths and weaknesses of the vocational training offered by the DDR program. Informed by the theories of Human Capital, Peace Building, and Bronfrenbrenner, the research questions for this study assessed the benefits of the educational component of DDR. A phenomenological study design was employed with a purposeful sample of ex-militant participants that included 12 ex-militants and a focus group of 6-ex-militants drawn from the 12 who completed vocational training at the Monrovia Vocational Training Center in Monrovia (MVTC). All data were inductively coded and analyzed using a constant comparative method. Data analysis uncovered five textural themes: motivation for disarmament, hope to rebuild lives through vocational training, dissatisfaction with reintegration, perception of reintegration, and perception of future combat participation. Findings support human capital, peace building, and ecological systems theories in that ex-militants perceived the benefit of education in their transition to peacetime endeavor, but consider themselves only partially reintegrated since all consider themselves unemployed with no means to survive economically. This study is significant because it provides recommendations to policymakers on how such a program can improve the vocational training offered and provide follow-up life-skills counseling. </p>

<p>Crisis response is a time-sensitive problem with multiple concurrent and interacting subprocesses, applied around the world in a wide range of contexts and with access to varying levels of resources. The movement of individuals with their shifting patterns of need and, frequently, disrupted normal support systems pose challenges to responders trying to understand what is needed, where, and when. Unfortunately, crises frequently occur in parts of the world that lack the infrastructure to respond to them and the information to inform responders where to target their efforts. In light of these challenges, researchers can make use of new data sources and technologies, combining the information products with simulation techniques to gain knowledge of the situation and to explore the various ways in which a crisis may develop. These new data sources&mdash;including social media such as Twitter and volunteered geographic information (VGI) from groups such as OpenStreetMap&mdash;can be combined with authoritative data sources in order to create rich, synthetic datasets, which may in turn be subjected to processes such as sentiment analysis and social network analysis. Further, these datasets can be transformed into information which supports powerful agent- based models (ABM). Such models can capture the behavior of heterogeneous individuals and their decision-making process, allowing researchers to explore the emergent dynamics of crisis situations. To that end, this research explores the gathering, cleaning, and synthesis of diverse data sources as well as the information which can be extracted from such synthetic data sources. Further, the work presents a rich, behaviorally complex agent-based model of an evacuation effort. The case study deals with the 2012 Colorado Wildfires, which threatened the city of Colorado Springs and prompted the evacuation of over 28,000 persons over the course of four days. The model itself explores how a synthetic population with automatically generated synthetic social networks communicates about and responds to the developing crisis, utilizing real evacuation order information as well as a model of wildfire development to which the individual agents respond. This research contributes to the study of data synthesis, agent-based modeling, and crisis development. </p>

This participatory action research project enabled service users to influence the modernisation of local mental health day services. The modernisation programme was based on principles of social inclusion, and there were limited understandings of how it could be applied locally. Interpretations of policy gave priority to the relocation of services and facilitating individual recovery. An occupational perspective informed the design, implementation and analysis, emphasising what people chose to do. Critical ethnography informed the role of the researcher. Service user involvement was understood as a democratic process, drawing on direct experience for service development. A forum, established for four years, worked on and supported three research strands, focused on social networking. Service users captured their use of a social lounge using photography in Strand A. In Strand B a checklist was used to investigate social activities. Userled social groups were explored in Strand C through individual interviews. All the findings were systematically analysed and service users were involved in this for Strands A and B. The findings of this research emphasised the importance of social networking within the day services. Strand A indicated the benefits of a safe space, before getting involved and moving on. The final report from this strand led to ongoing funding being allocated for a safe space. For Strand B many social and recreational activities were identified by service users. Stigma was recognised as an ongoing barrier to sustained inclusion. A poster was designed and displayed locally to share the findings. Themes from Strand C demonstrated that user-led groups required active collaboration with mental health services to survive and thrive. A final stage of analysis aimed to uncover the details of taking an occupational perspective. The findings indicated that varied occupational forms involved different service users in different ways, enabling more people to participate. Making the functions of the different events explicit was important for negotiating participation. Meanings were expressed in shared and individual reflection as the research unfolded. Understanding and attending to these aspects facilitated meaningful service user involvement in this research, enabling many people to influence the development of the services they received.

Orientador: Alberto Villani / Banca: Roberto Nardi / Banca: Elisabeth Barolli / Banca: Jorge Megid Neto / Banca: Sonia Maria Dion / Resumo: A institucionalização da pesquisa sobre Ensino de Ciências (EC) teve início no Brasil no final da década de 1960 e apenas recentemente, no ano 2000, foi reconhecida como área pela Capes. Durante esse tempo, tivemos a produção de vários trabalhos que buscaram analisar sua história, descrevendo os fatores determinantes de sua constituição e sustentação. Em nossa pesquisa resgatamos alguns desses trabalhos, focando o olhar sobre os aspectos subjetivos que contribuíram para seu desenvolvimento. Elegemos como referências os trabalhos de Nardi (2005) e Villani, Pacca e Freitas (2002), bem como alguns conceitos psicanalíticos desenvolvidos por René Kaes sobre a vida psíquica de grupos e instituições. Esses elementos permitiram interpretar os eventos que marcaram a história da área de EC, considerando que todo grupo se constitui, se organiza e evolui de acordo com a configuração que reveste o sistema de representação de seus membros, da tarefa proposta, do grupo em si mesmo e do contexto social. Após identificarmos os quatro momentos organizadores no desenvolvimento dos vínculos intersubjetivos estabelecidos na instituição - o Momento Originário, o Primeiro, o Segundo e o Terceiro Organizador Grupal - buscamos pelos intermediários que marcaram os intercâmbios, os lugares, as atribuições, a atividade representacional e os afetos. Reconhecemos na História e Filosofia da Ciência (HFC) intermediários fundamentais em cada fase do desenvolvimento da área e buscamos elementos para entender melhos os papéis desempenhados pela HFC na pesquisa, principalmente, suas contribuições para a fundação e sustentação da área. Para obtermos informações com potencial mais subjetivo fizemos entrevistas com pesquisadores da área, cujas produções científicas revelaram aproximação com a HFC. A nossa interpretação avançou quando integramos um novo conceito no suporte... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The establishment of research into Science Education began in Brazil in the end of the decade of the 1960's and only recently, in the year 2000, was it recognized as a field by Capes. During this time, many works tried to analyse its history, describing the determinant factors of its constitution and upholding. In our research we look back on some of these works, focusing on subjective aspects that contributed to its development. We chose as reference the works of Nardi (2005) and Villani, Pacca & Freitas (2002), and some other psychoanalytic concepts developed by René Kaes referring to psychic life of group and institutions. These elements allowed us to interpret the events that highlighted the history in the field of Science Education, taking into consideration that any groups is made up of, organizes itself and develops itself according to the configuration that overlays the representation system of its members, of the task proposed, the group itself and the social context. After we were able to identify the four organizational moments in the development of the intersubjective links existing in an institution which are - the arising moment, the first, the second and the third group organizer, we searched for the intermediates that highlighted the interchanges, the places, the attributions, the representational activities and the affection. One can recognize in the History and Philosophy of Science (HPS) the fundamental intermediary in each developing phase of the field and search for elements to better understand the roles played by the HPS in research, especially its contributions to the foundation and establishment in the field. To obtain more potential and subjective information, many researchers in this field were interviewed whose scientific works showed some proximity with the HPS. Our interpretation took a head start when we integrated a new concept to support... (Complete abstract click electronic access below) / Doutor

Made available in DSpace on 2014-06-11T19:31:40Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-12-23Bitstream added on 2014-06-13T19:42:09Z : No. of bitstreams: 1 dias_vs_dr_bauru.pdf: 298740 bytes, checksum: fab291fafe883b3f1e897fedd9507642 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A institucionalização da pesquisa sobre Ensino de Ciências (EC) teve início no Brasil no final da década de 1960 e apenas recentemente, no ano 2000, foi reconhecida como área pela Capes. Durante esse tempo, tivemos a produção de vários trabalhos que buscaram analisar sua história, descrevendo os fatores determinantes de sua constituição e sustentação. Em nossa pesquisa resgatamos alguns desses trabalhos, focando o olhar sobre os aspectos subjetivos que contribuíram para seu desenvolvimento. Elegemos como referências os trabalhos de Nardi (2005) e Villani, Pacca e Freitas (2002), bem como alguns conceitos psicanalíticos desenvolvidos por René Kaes sobre a vida psíquica de grupos e instituições. Esses elementos permitiram interpretar os eventos que marcaram a história da área de EC, considerando que todo grupo se constitui, se organiza e evolui de acordo com a configuração que reveste o sistema de representação de seus membros, da tarefa proposta, do grupo em si mesmo e do contexto social. Após identificarmos os quatro momentos organizadores no desenvolvimento dos vínculos intersubjetivos estabelecidos na instituição - o Momento Originário, o Primeiro, o Segundo e o Terceiro Organizador Grupal - buscamos pelos intermediários que marcaram os intercâmbios, os lugares, as atribuições, a atividade representacional e os afetos. Reconhecemos na História e Filosofia da Ciência (HFC) intermediários fundamentais em cada fase do desenvolvimento da área e buscamos elementos para entender melhos os papéis desempenhados pela HFC na pesquisa, principalmente, suas contribuições para a fundação e sustentação da área. Para obtermos informações com potencial mais subjetivo fizemos entrevistas com pesquisadores da área, cujas produções científicas revelaram aproximação com a HFC. A nossa interpretação avançou quando integramos um novo conceito no suporte... / The establishment of research into Science Education began in Brazil in the end of the decade of the 1960's and only recently, in the year 2000, was it recognized as a field by Capes. During this time, many works tried to analyse its history, describing the determinant factors of its constitution and upholding. In our research we look back on some of these works, focusing on subjective aspects that contributed to its development. We chose as reference the works of Nardi (2005) and Villani, Pacca & Freitas (2002), and some other psychoanalytic concepts developed by René Kaes referring to psychic life of group and institutions. These elements allowed us to interpret the events that highlighted the history in the field of Science Education, taking into consideration that any groups is made up of, organizes itself and develops itself according to the configuration that overlays the representation system of its members, of the task proposed, the group itself and the social context. After we were able to identify the four organizational moments in the development of the intersubjective links existing in an institution which are - the arising moment, the first, the second and the third group organizer, we searched for the intermediates that highlighted the interchanges, the places, the attributions, the representational activities and the affection. One can recognize in the History and Philosophy of Science (HPS) the fundamental intermediary in each developing phase of the field and search for elements to better understand the roles played by the HPS in research, especially its contributions to the foundation and establishment in the field. To obtain more potential and subjective information, many researchers in this field were interviewed whose scientific works showed some proximity with the HPS. Our interpretation took a head start when we integrated a new concept to support... (Complete abstract click electronic access below)

Made available in DSpace on 2016-06-02T19:35:42Z (GMT). No. of bitstreams: 1 3740.pdf: 1830968 bytes, checksum: a13da19cd4197f6d0a5cdb47b1129a98 (MD5) Previous issue date: 2011-05-15 / Universidade Federal de Minas Gerais / The participating citizenship so central to the goals proclaimed Science Education in the 21 th century. However, there are different conceptions of its meaning and different relations between Science Education and citizenship, not always reconcilable. Despite this, little is clear about the ideas related to citizenship in the research papers in Science Education. Through a survey of theoretical and literature based on elements of Sociology, are characterized these different conceptions of citizenship and functions of the relations between Science Education and citizenship, from articles published in periodicals of international circulation, the area of Science Education. The results lead to significant debates about the relationship between Science Education and citizenship. The functions of these relationships, we analyzed papers seized, have common elements despite presenting itself in different conceptions of citizenship. The analysis suggests that the papers are reflected in four core ideas that currently influence the Science Education in the context of citizenship. These core ideas have been characterized and named: the emergence of a citizenship impulse; emergence of a cognitive impulse; emergence of environmental issues, the emergence of multicultural issues. / A cidadania participa de maneira central dos objetivos proclamados para a Educação em Ciências no século XXI. Porém, existem distintas concepções acerca de seu significado e diferentes relações estabelecidas entre Educação em Ciências e cidadania, nem sempre conciliáveis. Apesar disso, pouco é esclarecido a respeito das ideias vinculadas à cidadania nos trabalhos de pesquisa em Educação em Ciências. Mediante uma pesquisa de natureza teórico-bibliográfica fundamentada em elementos de Sociologia, são caracterizadas essas concepções de cidadania bem como as diferentes funções das relações estabelecidas entre Educação em Ciências e cidadania, a partir de artigos publicados em importantes periódicos de circulação internacional, da área de Educação em Ciências. Os resultados conduzem a significativos debates acerca das relações entre Educação em Ciências e cidadania. As funções dessas relações, apreendidas nos artigos analisados, possuem elementos comuns apesar de apresentarem-se em diferentes concepções de cidadania. As análises sugerem que os artigos encontram reflexo em quatro núcleos de ideias que atualmente influenciam a Educação em Ciências no contexto da cidadania. Esses núcleos de ideias foram caracterizados e denominados: emergência de um impulso na cidadania; emergência de um impulso cognitivo; emergência da questão ambiental; emergência da questão multicultural. Palavras-chave: Educação em Ciências, cidadania, pesquisas em Educação em Ciências.

This dissertation entitled The Economical Implications of Institutional Restructuring of Applied Czech Agricultural Research solves the issue of effectiveness of applied national agrarian research, which is financed from public funds. The purpose of this thesis is to describe the current basis of applied agricultural research funded by the governance, respectively those scientific institutions that are eligible for an annual institutional grant to long-term development. Describe their focus and structure of results. Another purpose is to look for possible reserves in the system and to propose the restructuring of national applied agricultural research in organizations established by the Ministry of Agriculture of the Czech Republic. I have focused on comparing the outputs of scientific institutions in the periods of science and research support programs since 2007. In the data evaluated by the research institutions, I have been using bases in the last five years. From the point of view of the effectiveness of applied agricultural research, I am using data from 1989, respectively 2003. I solved the chosen topic of the dissertation by progressive steps. First, I evaluated the individual research institutions in terms of their outputs within the announced programs of support for science and research. I was looking for the argument that there is a substitute in the form of a private research organization in the current system of public research institutions. Which I didn´t find. State established applied agricultural research is unique in its content. For a comprehensive view, I have analysed the structure and types of research results achieved in the announced support programs. Problematics was solved mainly by comparison analysis based on literature, data and their aggregated results. The economic and social policy impacts are processed on the performance of the agriculture - food industry complex in terms of gross added value, socio-demographic data about workers in the field and complex. The dissertation proposes a new organization structure of applied agricultural research established by the state. A system of the central agriculture research organization is designed on the base of the current geographical distribution on the territory of the capital city Prague and Brno. The solution provides a more complex use of the existing unused potential of agriculture public research organizations. At the same time the standard elements of modern management are applied. Research has shown that the current system of funding science and research, which prefer quantity rather than output quality, is a major failure. At the same time, the work has shown that there is a way-out from the current fragmented system of the organization of applied agricultural research while preserving its unique possibilities. The results of this work enable, in the case of political will, the realization of greater efficiency of applied agricultural research established by the state in the Czech Republic.

Formação de professores é um tema de relevância para a pesquisa em ensino. Nela, estão inseridos diversos autores que problematizam o tipo de professor que estamos formando e questionam se somente uma formação técnica e mecânica seria suficiente para formar irão profissional para lidar com o processo de ensino e aprendizagem. no campo do Ensino de Ciências, temos também vasta literatura sobre a formação de professores de ciências e biologia, que trazem questões inerentes e específicas dessa área de atuação e pesquisa. A questão que orienta esta pesquisa é \"Como licenciandos refletem sua ação docente em regências do PIBID?\". Escolhemos ter como objeto de pesquisa as interações discursivas e as autorreflexões dos futuros professores na ação docente desenvolvida no PIBID. A coleta de dados foi realizada por meio da análise de situações de sala de aula e do processo de reflexão sobre elas, utilizando uma metodologia denominada Autoscopia, onde o sujeito de pesquisa é convidado a se assistir na ação docente de maneira guiada e reflexiva, sendo os dados coletados ao passo que gravamos em áudio e vídeo o licenciando se vendo na tela e refletindo sobre algumas questões ao longo dessa sessão de se auto perceber na ação docente. Escolhemos como abordagem Sociocultural que entendemos se aproximar de maneira mais justa ao cenário e objetivos propostos. E juntamente com essa escolha epistemológica, buscamos uma escolha metodológica que se enquadrasse nos mesmos fundamentos, assim, escolhemos analisar as autorreflexões dentro dos estágios de reflexivos de Schon. Para análise das interações de sala de aula utilizamos a ferramenta desenvolvida por Mortimer e Scoth e para análise autoscópica utilizamos os referenciais de formação de professores como Schon, Tardif e Pimenta algumas referências que já analisaram dados autoscópicos como Rosa-Silva, Lorencini e Laburú. Após as análises, foi possível concluir que o contexto de formação que o PIBID propõe cria interações discursivas dialógicas e que a utilização da autoscopia pôde promover reflexões na ação, pós ação e questionamentos. Notamos uma presença forte de reflexões sociais ou coletivas em que a reflexão não se dá deu de maneira individual, mas compartilhada entre os licenciandos e o professor supervisor. Percebemos também reflexões ligadas ao que é a profissão docente, sobre a temática das aulas e as estratégias didáticas adotadas. Assim, as análises demonstraram que licenciandos que participam de programas de formação como o PIBID tem sua formação inicial mais dialógica, reflexiva, crítica e distanciada da racionalidade técnica muito presente em outros tipos de formação docente. / Teacher training is a relevant topic for teaching research. In it, are inserted several authors who problematize the type of teacher that we are forming and question if only a technical and mechanical training would be sufficient to form will professional to deal with the process of teaching and learning. in the field of Science Teaching, we also have a vast literature on the training of science and biology teachers, which bring inherent and specific questions of this area of action and research. The question guiding this research is \"How do graduates reflect their teaching activity in PIBID regions?\". We chose to have as research object the discursive interactions and the self-reflections of the future teachers in the teaching action developed in PIBID. Data collection was carried out through the analysis of classroom situations and the process of reflection on them, using a methodology called Autoscopy, where the subject of research is invited to attend the teaching action in a guided and reflexive way, being the data collected while we recorded in audio and video the licensee seeing on the screen and reflecting on some issues throughout this session to self-perceive in the teaching action. We chose as a sociocultural approach that we understand to be closer to the proposed scenario and objectives. And together with this epistemological choice, we seek a methodological choice that fits the same fundamentals, so we choose to analyze self-reflections within Schon\'s reflexive stages. For the analysis of the classroom interactions we used the tool developed by Mortimer and Scoth and for autoscopic analysis we used the teacher training frameworks such as Schon, Tardif and Pimenta, some references that have already analyzed autoscopic data such as Rosa-Silva, Lorencini and Laburú. After the analysis, it was possible to conclude that the training context proposed by PIBID creates dialogic discursive interactions and that the use of autoscopy could promote reflections on action, post-action and questioning. We have noticed a strong presence of social or collective reflections in which reflection does not take place in an individual way, but shared between the licenciandos and the supervising teacher. We also perceive reflections related to what is the teaching profession, on the theme of the classes and the didactic strategies adopted. Thus, the analyzes showed that graduates who participate in training programs such as PIBID have their initial training more dialogic, reflexive, critical and distanced from the technical rationality very present in other types of teacher training.

A cooperação acadêmica internacional tem sido um importante instrumento da pesquisa científica, tendo em vista a produção do conhecimento científico em rede, a melhoria das capacidades para pesquisa e desenvolvimento, e a capacitação de docentes e pesquisadores. Ao considerar a produção do conhecimento científico como um dos objetivos intrínsecos à pesquisa, a proposta visa analisar seis Núcleos de Apoio à Pesquisa (NAP), da Universidade de São Paulo (USP), para saber se e como ocorre a dinâmica de interação desses Núcleos com pesquisadores latino-americanos; como desenvolvem pesquisas; como trocam experiências com seus pares, para estar ou permanecer na fronteira do conhecimento científico; e como suas cooperações acadêmicas podem ser estratégicas para a pesquisa brasileira. Parte-se da hipótese de que muitas pesquisas desses Núcleos são elaboradas em constante interação com pesquisadores de outros países latino-americanos e são estratégicas para a pesquisa brasileira. Para sua verificação, recorreu-se a especialistas para comporem as partes teóricas constantes dos Capítulos I e II, procurou-se delimitar os procedimentos de análise na parte da metodologia, constante do Capítulo III, tentou-se analisar os dados no Capítulo IV, buscou-se discutir os resultados no Capítulo V e, nas considerações finais, tentou-se refletir sobre as informações encontradas e fornecer algumas sugestões. Foi possível verificar diferentes dinâmicas de cooperação internacional, a partir de iniciativas de setores periféricos como os Núcleos, que funcionam como componentes estratégicos das instituições de ensino superior para conectar com centros de excelência da elite intelectual, estabelecer conexões com empresas e órgãos governamentais, obter recursos financeiros, criar redes de pesquisadores, conquistar reconhecimento acadêmico, visibilidade, reputação e contribuir para o desenvolvimento da região e do país em que se encontram. / International academic cooperation has been an important tool on scientific research, mainly concerning the network scientific production of knowledge, the improvement of skills to research and development and the education training of professors and researchers. Considering the scientific production of knowledge as one of the purposes of this research, this work aims at analyzing six Research Groups (NAP) of the Universidade de São Paulo (USP) to research if and how their interaction dynamics has been dealt with among Latin America researchers: how they make researches, how they exchange experiences with their colleagues to be or remain at the frontier of scientific knowledge and how their academic cooperations can be strategic for Brazilian research. This work begins with the hypothesis that many researches of these Groups are developed in constant interaction with researchers from other Latin America countries and they are strategic for Brazilian research. In order to verify these suppositions, many experts contributed to make part of the theoretical Section I and II. We tried to define the procedures of analysis on methodology Section III, we intended to analyse the data on Section IV, we discussed the findings on Section V and, on final Section we tried to reflect about the found information and to give some suggestions. We could verify many different international cooperation dynamics came from periphery and isolated units, like the Groups, that work as strategic components of higher education institutions to connect with centres of excellence from intellectual elite, to interact with industries and government, to gain funding, to create network of scientists, to enhance academic acknowledgement, visibility, reputation and to contribute to the development of their contexts and country.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The origin of the movement known as Science-Technology-Society (STS), with repercussions in the Science Education, is associated to the questioning of the supposed neutrality of Science & Technology (CT). In Science Education, in the Brazilian context, STS can be considered a growing line of research, in a process of consolidation. However, how the nonneutrality of Science & Technology has been worked, in this line of research, considering the production of knowledge present in Brazilian journals from the area of Science Education? This constitutes the research problem. It is aimed to analyze how the non-neutrality of CT, in the CTS line of research, has been worked on the production of knowledge, present in Brazilian journals in the area of Science Education. As specific objectives: to identify and to characterize the approach given to the dimensions of the non-neutrality of Science- Technology in Brazilian journals, from the area of Science Education; to deep the understanding about the non-neutrality of Science-Technology and to signal referrals for the Science Education, which contribute to the understanding of non- neutrality of Science- Technology, particularly in the field CTS. In terms of theoretical and methodological referrals, consists of qualitative research, bibliographical, being the corpus of analysis constituted from articles presented in three journals published in Brazil, of the area of Science Education. This was submitted to the discursive textual analysis, which consisted of three steps: unitarization, categorization and communication. From the search results, was produced a metatext. The interaction between theoretical and empirical elements resulted in three categories, which summarize the research results: a) the agenda transfers intentions to the scientific-technological product; b) partial understanding of the non-neutrality of CT; and c) the knowledge produced (product) does not is the result only of the traditional epistemic factors: logic + experience. / A origem do denominado movimento Ciência-Tecnologia-Sociedade (CTS), com repercussões na Educação em Ciências, está associada ao questionamento da suposta neutralidade da Ciência-Tecnologia (CT). Na Educação em Ciências, no contexto brasileiro, CTS pode ser considerada uma linha de pesquisa em crescimento, num processo de consolidação. Contudo, como a não neutralidade da Ciência-Tecnologia tem sido trabalhada, nesta linha de pesquisa, considerando a produção de conhecimento presente, em periódicos brasileiros, da área de Educação em Ciências? Este constitui-se no problema de pesquisa. Tem-se como objetivo geral analisar como a não neutralidade da CT, na linha de pesquisa CTS, tem sido trabalhada, na produção do conhecimento, presente em periódicos brasileiros, na área de Educação em Ciências e objetivos específicos: identificar e caracterizar a abordagem dada, à dimensão da não neutralidade da Ciência-Tecnologia, em periódicos brasileiros, da área de Educação em Ciências; aprofundar a compreensão sobre a não neutralidade da Ciência-Tecnologia e sinalizar encaminhamentos, para a Educação em Ciências, que contribuam para a compreensão da não neutralidade da Ciência-Tecnologia, particularmente no campo CTS. Em termos de encaminhamento teórico-metodológico, constitui-se de pesquisa qualitativa de cunho bibliográfico, sendo o corpus de análise constituído a partir de artigos presentes em três periódicos, editados no Brasil, da área de Educação em Ciências. Este foi submetido à análise textual discursiva, constituída de três etapas: unitarização, categorização e a comunicação, sendo que, dos resultados da pesquisa, resultou a produção de um metatexto. Da interação entre elementos teóricos e empíricos resultaram três categorias, as quais sintetizam os resultados da pesquisa: a) a agenda transfere intencionalidades para o produto científico-tecnológico; b) compreensão parcial da não neutralidade da CT e c) o conhecimento produzido (produto) não é resultado apenas dos tradicionais fatores epistêmicos: lógica + experiência.