The aim of this study is to investigate and compare two textbooks used in social studies teaching when it comes to the use of subject concepts. The questions to be answered are: • What subject concepts can be found in each learning material? How many different subject concepts are present and how often are they used? • What is done to explain these subject concepts for the reader? How many of the total amount of subject concepts are explained? The methods used to answer these questions where both quantitative content analysis and qualitative text analysis. The results showed that the two textbooks had some subject concepts in common and other subject concepts that separated the textbooks. Textbook 1 contained a few more subject concepts than textbook 2 but used less times than textbook 2. To explain the subject concepts the textbooks used different methods which in this study have been divided into five categories. The result also showed that both textbooks contained equal amounts of subject concepts that were not explained to the reader.

Esta pesquisa trata, em um plano geral, do problema das relações discursivas e práticas da ciência e das ações políticas relativas à produção e difusão das novas biotecnologias nas sociedades contemporâneas. Procura-se compreender como a natureza, através das biotecnologias, não está livre dos embates políticos e situa-se no centro das principais polêmicas contemporâneas, como observado nas controvérsias a respeito dos transgênicos. Discute-se, através de entrevistas com cientistas da área da biotecnologia molecular nos estados do Paraná, Rio Grande do Sul e Santa Catarina e da análise documental especializada (nacional e internacional), como peritos compreendem a relação entre ciência e sociedade e como se estrutura a argumentação científica na avaliação das conseqüências sociais e ambientais das novas biotecnologias. Parte desta discussão é fundamentada nos estudos sociais em ciência e tecnologia (CTS) a fim de entender como um fato e artefato tecnocientífico é fruto do ordenamento de uma heterogeneidade de entidades sociais e naturais. A partir das análises documentais e das entrevistas verificou-se que a pauta de temas biotecnológicos mais abertos, de repercussão pública, como o dos alimentos geneticamente modificados, a dinâmica discursiva do "argumento verdadeiro" tende a criar posições irreconciliáveis e polarizadas entre os atores sociais interessados na temática biotecnológica. Apesar da ciência ainda ser legitimada pelo discurso de sua neutralidade, referendado pelo pretenso desinteresse do cientista em seu laboratório, na fala dos cientistas entrevistados identifica-se um leque de prioridades estruturais que contradizem esta neutralidade, tendo na noção de desenvolvimento socioeconômico um importante recurso de legitimação das pesquisas em biotecnologia. De um ponto de vista teórico, a pesquisa retoma o par conceitual biopoder/biopolítica para analisar como a verdade científica estrutura seu efeito discursivo de neutralidade, através de uma política geral sobre a vida, com o gene ocupando um papel discursivo central. Através das interações entre humanos e artefatos tecnológicos a retórica da verdade científica estende-se para além do campo científico e torna-se argumento de legitimação de decisões sociotécnicas de grande impacto social, como é o caso dos organismos geneticamente modificados. No rastro da difusão de conhecimentos e artefatos biotecnológicos são criadas competências e incorporadas expectativas biopolíticas na formação de identidades de acordo com padrões de saúde, estes informados pela ciência. / This research deals, on a general plane, with the problem of discourse relations and practices of science and political actions regarding the production and diffusion of new biotechnologies in contemporary societies. An understanding is sought about how nature, by means of biotechnologies, is not free from political debate, but is situated in the center of the most important contemporary polemics, as observed in the controversies over transgenics. By means of interviews with scientists in the area of molecular biotechnology in the States of Paraná, Rio Grande do Sul, and Santa Catarina, and by specialized documental analysis (domestic and international), we discuss how experts understand the relation between science and society, and how scientific argumentation is structured in the evaluation of social and environmental consequences from new biotechnologies. Part of this discussion is based on the social studies about science and technology (CTS) in order to understand how a technoscientific fact and artifact stems from the ordination of heterogeneous social and natural entities. Based on the documentary analyses and interviews, it was seen that in the agenda of more open, publicly debated biotechnological themes, such as genetically modified foods, the discourse dynamics of the "true argument" tends to create irreconcilable and polarized positions between the social players interested on the biotechnological discussion. Although science is still legitimated by the discourse of its neutrality, referenced by the pretense lack of interest of the scientist in his/her laboratory, an array of structural priorities can be identified in the speech of the interviewed scientists, which contradicts such neutrality, and finds an important resource in the notion of socioeconomic development to legitimate researches in biotechnology. From a theoretical point of view, research resumes the conceptual biopower/biopolitics pair to analyze how scientific truth structures its discursive effect of neutrality, by means of a general policy about life, with genes playing a central discursive role. By means of interactions between humans and technological artifacts, the rhetoric of scientific truth extends beyond the scientific field and becomes the legitimation argument of sociotechnical decisions of great social impact, as in the case of genetically modified organisms. Together with the dissemination of knowledge and biotechnological artifacts, competencies are created and biopolitical expectations are incorporated in the formation of identities that comply with health standards, which are informed by science.

Esta tese trata, de forma ampla, da relação ciência e sociedade. Especificamente procura compreender o processo de construção do sistema biotecnológico em face do contexto ao qual está relacionado. A argumentação teórica estrutura-se em torno de questões levantadas pelos estudos sociais da ciência e tecnologia, e tem como marco teórico a teoria dos sistemas sociais de Niklas Luhmann, que parte da diferença sistema/entorno para compreender a relação ciência e sociedade. A questão levantada refere-se à estrutura de reprodução da ciência contemporânea e sua relação com o entorno. A hipótese argumenta que a estrutura do sistema biotecnológico sofreu uma mudança, da reprodução baseada na "verdade" à reprodução baseada no "funcionamento". Esta última forma de reprodução emerge em função das perturbações do entorno da ciência, principalmente em função do contexto caracterizado por exigências tecnológicas. Vinculadas a tais exigências estão ainda exigências de aplicação, legalidade, lucratividade, segurança, inovação. A pesquisa utilizou entrevista semi-estruturada com líderes de grupos de pesquisa em biotecnologia em seis estados da federação, e pesquisa documental, como métodos de coleta de dados, e utilizou técnicas qualitativas de análise, especificamente, a análise de conteúdo temática. De maneira mais específica, a investigação localiza-se na periferia do sistema global de ciência e tecnologia, e apresenta como a diferenciação centro/periferia também incide na reprodução do sistema biotecnológico. Para tanto, constrói-se o conceito de regime de produção de conhecimento, um regime de perturbações recíprocas entre sistemas, limitado pelas configurações institucionais dos Estados nacionais. Tal regime, no Brasil, foi caracterizado pelos sistemas do direito, da economia, da política e da ciência, e as perturbações dos três primeiros na biotecnologia é o que se investiga nesta pesquisa. Conclui-se que a pesquisa biotecnológica produz um outro tipo de verdade, a saber, a verdade eficaz. / This thesis deals with the relationship between science and society. It particularly seeks to understand the process of construction of biotechnology and its context. Beyond this, it searches to link biotechnology research to the global society and to the specific context of peripheral science The theoretical argument is structured around issues raised by social studies of science and technology, and uses the theoretical framework of the theory of social systems of Niklas Luhmann, who considered the difference system / environment to understand the relationship between science and society. The main question raised refers to the structure of the reproduction of contemporary science and its relation with the environment. Therefore, our hypothesis argues that the structure of the biotechnology has changed from a reproduction based on "truth" to a reproduction based on "operation". The latter form of reproduction emerges in the light of disturbances around the science, especialy in a context characterized by technological requirements. Besides theses, there are requirements for application, legality, profitability, safety and innovation. This research was conducted using semi-structured interviews with leaders of biotechnology research groups from six brazilian states. Besides, a documentary research was conducted and a thematic content analysis was performed. Particularly, this research is located at the periphery of the global system of science and technology, and presents how the differentiation center/periphery also affects the reproductive system of biotechnology. In this sense, we construct the concept of knowledge production regime, a regime of mutual disturbances between systems, which is limited by the institutional configurations of national states. In Brazil, such regime was characterized by systems of law, economy, policy and science. This research has focused on the disturbance of the first three on biotechnology. It is concluded that research biotechnology produces another kind of truth, namely truth effectively.

A la rupture de la paix d’Amiens, le Premier Consul retient en otage les Britanniques présents sur le sol de la France en réponse au gouvernement britannique qui détient aussi des Français. Mais la raison est avant tout économique. Les Anglais sont séparés des autres prisonniers de guerre et ne servent que dans les domaines où ils excellent comme les filatures. Leur dénombrement s’avère difficile, à cause de documents incomplets ou de mutations trop fréquentes. Les dépôts, au nombre de quatre en 1803, passent à douze en 1810, puis à quinze à de la fin des hostilités.La vie en société s’organise et les prisonniers ont tendance à recréer la vie « à l’anglaise » particulièrement festive dans divers dépôts. Mais les jeux d’argent sèment la discorde et entraînent les duels et les dettes. Les évasions nombreuses provoquent la colère du Ministère de la guerre. Les échanges sont rares et blessés et invalides font l’objet de tractations pour les échanges.La santé reste un problème majeur, la qualité de la nourriture est douteuse. La mortalité est importante.Hormis les mariages et les naissances, ils ont laissé peu de choses puisqu’ils n’ont rien bâti mais demeure le souvenir. / After the breaking off of the Peace of Amiens, the Premier Consul keeps the British who were present on the French ground as hostages as a reply to the British Government who keeps also French prisoners. But the true reason is more economical. The British prisoners are treated differently from prisoners of war and are only used in what is useful, such as spinning factories.Having a precise census of the British population in the depots was difficult: the documents are incomplete and the transfers from depot to depot too often. There were four depots at the beginning but it went to twelve in 1810 and 15 by the end of the war.Social life is organized and the prisoners tend to recreate the “British way of life” with much rejoicing in the various depots. But money games bring quarrels and debts. Escapes arises hunger in the French War Ministry. Exchanges are seldom and wounded and disabled men are part of these exchanges. Health remains a major problem and food is of poor quality. Death rate is severe. Except weddings and births, they have not left anything as they did not build but remembrance is still there.

The diploma work deals with the proffesional development of the first graduates of bachelor studies The General Nurse at The Faculty of Health and Social Studies of the University of South Bohemia since their graduation till the present. The goal of this work was to ascertain the opinions about the bachelor studies of the discipline General Nurse at the The Faculty of Health and Social Studies of the University of South Bohemia, namely of the first graduates of this discipline. The goal was to find out, how the studies and their succesfull graduation affected their proffesional career and social credit. Moreover to ascertain the attitude of the first graduates of the discipline The General Nurse at the The Faculty of Health and Social Studies of the University of South Bohemia to follow-up master's degree study Nursing care by selected clinical branches at The University of South Bohemia. The diploma work is divided into two parts ? the theoretic and empiric. The theoretic part deals with nursing and the conclusive part is educational. It includes the history and equipment of the nursing and the education of nurses in the Czech Republic, afterwards the problems of the profession of nurses and the related legislation . The educational part deals with the attitude as a social problem and the evaluation of the university education of the students themselves. In the empiric part of the diploma work were chosen both the quantitive and qualitative methods of an investigation research. The quantitive research had the form of a anonymous questionnaire for the first graduates of bachelor studies The General Nurse at The Faculty of Health and Social Studies of the University of South Bohemia. There were determined four assumptions. The results of the investigation have been processed into charts and tables. For the qualitative part of the survey research has been used in-depth unstructured interview, which was realised with the selected graduates. The results of the qualitative investigation have been adapted in the form of transcription of the interview. The results of this work can be used as an informational materiál for students and tutors of The Department of Nursing at The Faculty of Health and Social Studies of the University of South Bohemia. The results can help to be well informed in the education of nurses and to realise, which field of study needs to be strengthened.

In my thesis, I am finding out about the attitudes of students of the health and social faculty towards their own future occupation prospects. Although the unemployment situation in the Czech Republic as well as the situation in the South Region is favorable, graduates and young people are among the most vulnerable groups in the labor market. The first chapter describes the theoretical background of this issue. This part defines the overall unemployment problems of the Czech Republic, unemployment in the South Region. It describes the labor market and students situation is described based on the educational attainment and then their situation in the Czech Republic is compared to the similar situation abroad. Then it also describes the faculty and defines the issues of helping professions covered by the fields of the faculty. The aim of my thesis was to find out what the students of the faculty imagine when asked of their future occupation. They would like to stay in the field which they graduated from and then why they would want to stay in it or why not. The results show that students of the faculty want to stay in the field they graduated from on the labor market in the future. The research was conducted via questionnaire. In the practical part of the thesis I compared the attitudes of students of health and social fields. I also compared the attitudes of students who are studying in bachelor's program and students who continue their studies in the follow-up study. When it comes to comparison between the social and health studies, it is possible to see the differences in the attitudes of students, as well as the comparison of bachelor and master programs. Thesis may be beneficial for the employment deparment of Czech Republic and for the health and social faculty. Furthermore it may also be beneficial for representatives of state administration who monitor and control the whole system of tertiary education.

Esta pesquisa trata, em um plano geral, do problema das relações discursivas e práticas da ciência e das ações políticas relativas à produção e difusão das novas biotecnologias nas sociedades contemporâneas. Procura-se compreender como a natureza, através das biotecnologias, não está livre dos embates políticos e situa-se no centro das principais polêmicas contemporâneas, como observado nas controvérsias a respeito dos transgênicos. Discute-se, através de entrevistas com cientistas da área da biotecnologia molecular nos estados do Paraná, Rio Grande do Sul e Santa Catarina e da análise documental especializada (nacional e internacional), como peritos compreendem a relação entre ciência e sociedade e como se estrutura a argumentação científica na avaliação das conseqüências sociais e ambientais das novas biotecnologias. Parte desta discussão é fundamentada nos estudos sociais em ciência e tecnologia (CTS) a fim de entender como um fato e artefato tecnocientífico é fruto do ordenamento de uma heterogeneidade de entidades sociais e naturais. A partir das análises documentais e das entrevistas verificou-se que a pauta de temas biotecnológicos mais abertos, de repercussão pública, como o dos alimentos geneticamente modificados, a dinâmica discursiva do "argumento verdadeiro" tende a criar posições irreconciliáveis e polarizadas entre os atores sociais interessados na temática biotecnológica. Apesar da ciência ainda ser legitimada pelo discurso de sua neutralidade, referendado pelo pretenso desinteresse do cientista em seu laboratório, na fala dos cientistas entrevistados identifica-se um leque de prioridades estruturais que contradizem esta neutralidade, tendo na noção de desenvolvimento socioeconômico um importante recurso de legitimação das pesquisas em biotecnologia. De um ponto de vista teórico, a pesquisa retoma o par conceitual biopoder/biopolítica para analisar como a verdade científica estrutura seu efeito discursivo de neutralidade, através de uma política geral sobre a vida, com o gene ocupando um papel discursivo central. Através das interações entre humanos e artefatos tecnológicos a retórica da verdade científica estende-se para além do campo científico e torna-se argumento de legitimação de decisões sociotécnicas de grande impacto social, como é o caso dos organismos geneticamente modificados. No rastro da difusão de conhecimentos e artefatos biotecnológicos são criadas competências e incorporadas expectativas biopolíticas na formação de identidades de acordo com padrões de saúde, estes informados pela ciência. / This research deals, on a general plane, with the problem of discourse relations and practices of science and political actions regarding the production and diffusion of new biotechnologies in contemporary societies. An understanding is sought about how nature, by means of biotechnologies, is not free from political debate, but is situated in the center of the most important contemporary polemics, as observed in the controversies over transgenics. By means of interviews with scientists in the area of molecular biotechnology in the States of Paraná, Rio Grande do Sul, and Santa Catarina, and by specialized documental analysis (domestic and international), we discuss how experts understand the relation between science and society, and how scientific argumentation is structured in the evaluation of social and environmental consequences from new biotechnologies. Part of this discussion is based on the social studies about science and technology (CTS) in order to understand how a technoscientific fact and artifact stems from the ordination of heterogeneous social and natural entities. Based on the documentary analyses and interviews, it was seen that in the agenda of more open, publicly debated biotechnological themes, such as genetically modified foods, the discourse dynamics of the "true argument" tends to create irreconcilable and polarized positions between the social players interested on the biotechnological discussion. Although science is still legitimated by the discourse of its neutrality, referenced by the pretense lack of interest of the scientist in his/her laboratory, an array of structural priorities can be identified in the speech of the interviewed scientists, which contradicts such neutrality, and finds an important resource in the notion of socioeconomic development to legitimate researches in biotechnology. From a theoretical point of view, research resumes the conceptual biopower/biopolitics pair to analyze how scientific truth structures its discursive effect of neutrality, by means of a general policy about life, with genes playing a central discursive role. By means of interactions between humans and technological artifacts, the rhetoric of scientific truth extends beyond the scientific field and becomes the legitimation argument of sociotechnical decisions of great social impact, as in the case of genetically modified organisms. Together with the dissemination of knowledge and biotechnological artifacts, competencies are created and biopolitical expectations are incorporated in the formation of identities that comply with health standards, which are informed by science.

Esta tese trata, de forma ampla, da relação ciência e sociedade. Especificamente procura compreender o processo de construção do sistema biotecnológico em face do contexto ao qual está relacionado. A argumentação teórica estrutura-se em torno de questões levantadas pelos estudos sociais da ciência e tecnologia, e tem como marco teórico a teoria dos sistemas sociais de Niklas Luhmann, que parte da diferença sistema/entorno para compreender a relação ciência e sociedade. A questão levantada refere-se à estrutura de reprodução da ciência contemporânea e sua relação com o entorno. A hipótese argumenta que a estrutura do sistema biotecnológico sofreu uma mudança, da reprodução baseada na "verdade" à reprodução baseada no "funcionamento". Esta última forma de reprodução emerge em função das perturbações do entorno da ciência, principalmente em função do contexto caracterizado por exigências tecnológicas. Vinculadas a tais exigências estão ainda exigências de aplicação, legalidade, lucratividade, segurança, inovação. A pesquisa utilizou entrevista semi-estruturada com líderes de grupos de pesquisa em biotecnologia em seis estados da federação, e pesquisa documental, como métodos de coleta de dados, e utilizou técnicas qualitativas de análise, especificamente, a análise de conteúdo temática. De maneira mais específica, a investigação localiza-se na periferia do sistema global de ciência e tecnologia, e apresenta como a diferenciação centro/periferia também incide na reprodução do sistema biotecnológico. Para tanto, constrói-se o conceito de regime de produção de conhecimento, um regime de perturbações recíprocas entre sistemas, limitado pelas configurações institucionais dos Estados nacionais. Tal regime, no Brasil, foi caracterizado pelos sistemas do direito, da economia, da política e da ciência, e as perturbações dos três primeiros na biotecnologia é o que se investiga nesta pesquisa. Conclui-se que a pesquisa biotecnológica produz um outro tipo de verdade, a saber, a verdade eficaz. / This thesis deals with the relationship between science and society. It particularly seeks to understand the process of construction of biotechnology and its context. Beyond this, it searches to link biotechnology research to the global society and to the specific context of peripheral science The theoretical argument is structured around issues raised by social studies of science and technology, and uses the theoretical framework of the theory of social systems of Niklas Luhmann, who considered the difference system / environment to understand the relationship between science and society. The main question raised refers to the structure of the reproduction of contemporary science and its relation with the environment. Therefore, our hypothesis argues that the structure of the biotechnology has changed from a reproduction based on "truth" to a reproduction based on "operation". The latter form of reproduction emerges in the light of disturbances around the science, especialy in a context characterized by technological requirements. Besides theses, there are requirements for application, legality, profitability, safety and innovation. This research was conducted using semi-structured interviews with leaders of biotechnology research groups from six brazilian states. Besides, a documentary research was conducted and a thematic content analysis was performed. Particularly, this research is located at the periphery of the global system of science and technology, and presents how the differentiation center/periphery also affects the reproductive system of biotechnology. In this sense, we construct the concept of knowledge production regime, a regime of mutual disturbances between systems, which is limited by the institutional configurations of national states. In Brazil, such regime was characterized by systems of law, economy, policy and science. This research has focused on the disturbance of the first three on biotechnology. It is concluded that research biotechnology produces another kind of truth, namely truth effectively.

Doctor of Philosophy / Curriculum and Instruction / F. Todd Goodson / In the past, literacy was viewed solely as the basic, functional skills of reading and writing. However, with the New London Group’s (1996) proposal of multiliteracies and the more recent push for a plurality of literacies (NCTE, 2011), teachers have been urged to expand their definitions of literacy. This qualitative study explores how secondary-level social studies and science teachers perceive literacies and identifies their instructional literacies practices. Data were collected through a pre- and post-questionnaire, three focus group sessions, classroom observations, field notes, and artifacts. This study solicited nearly one hundred secondary social studies and science teachers from three Midwestern school districts. Eight educators (four social studies and four science) participated in the study that took place in the spring of 2015. Furthermore, a generous grant from a local chapter of Phi Delta Kappa partially funded this research. After applying initial and holistic codes to the data, nine themes emerged: conventional, progressive, hesitant/emerging, collaborate, calibrate, perform, practice, interdisciplinary, and intradisciplinary. The nine themes were further classified by how they appeared in the data: dispositional themes, behavioral themes, and bridge themes. Throughout the data analysis, contemporary genre theory guided the study (Devitt, 2004). Descriptive codes, derived from contemporary genre theory, further revealed that the situational, social, historical, and individual aspects of genre influence teachers’ pedagogical practices related to multiple literacies across disciplines. Therefore, the ways in which teachers perceived multiple literacies and implemented them into classroom instruction are multifaceted and vary depending on grade level, content area, and teaching location. However, teachers’ dispositions regarding literacy move beyond a traditional mindset of functional reading and writing as they engage in professional learning opportunities and collaborate within and across disciplines and grade levels. This study provides secondary educators insight into the prominence of multiple literacies present across content areas while also revealing the teaching methods and instructional strategies that foster multiple literacies.

Made available in DSpace on 2016-06-02T19:16:26Z (GMT). No. of bitstreams: 1 3407.pdf: 2008997 bytes, checksum: 6446eabd70cbd9f45bf4fa6e67b81b2c (MD5) Previous issue date: 2010-12-08 / Educational evaluations show that Brazilian students possess low income in diverse discipline, between them sciences. In the daily one of many schools, the scientific knowledge inhabits in didactic books and not its return - what it would taken to the disinterest and the passivity. The scientific education can bring beyond the learning of the concepts, a critical and contrary vision to the positivism education. The transformations of the conceptions of science if had modified the World War II especially after, and, of some had been transferred to the education, in the education of sciences, by means of curricular lines of direction. . The objective of this research is to identify the vision of science of pupils of the average education of two public schools and to analyze its social representations of science and technology. The theoretical referencial used is the social studies of science and the technology and the STS Movement (Science, Technology and Society). The referencial adopted theoreticianmethodology is the Social Representations, which fulfill the function to understand as the knowledge circulates and as science is appropriate for the society. One is about exploratory research of qualitative nature. In the collection of data interviews with questions with 18 pupils of two public schools of the average education of Ribeirão Preto had been carried through. Software ALCESTE 4,5 was used for systematization of the data and posterior qualitative analysis. The program identified 4 classes: 1) Action of the man in the nature; 2) Technology: a treacherous easiness; 3) The two sides of science and 4) Science: research for the health? The results point with respect to construction of a social representation where science and the technology leave of being associates only to its potential of creation and solution of problems, to accumulate of stocks more critical meanings. The citizens of this research associate the benefits of science to the cure of illnesses and the curses to the wars and the interests for the profit. The knowledge shared for the pupils on the impact of science and the technology in the society sample that these are conscientious of the curses that the scientific progress causes in the environment. The proposal of dialogue and the insertion of social dimensions in the education of sciences open way for science are of the laboratories and inside of the Brazilian realitie. / Avaliações educacionais mostram que estudantes brasileiros possuem baixo rendimento em diversas disciplinas, entre elas ciências. No cotidiano de muitas escolas, o conhecimento científico reside nos livros didáticos e não a sua volta - o que levaria ao desinteresse e a passividade. As transformações das concepções de ciência se modificaram especialmente após a II Guerra Mundial, e, de alguma foram transferidas à educação, no ensino de ciências, por meio de diretrizes curriculares. A educação científica pode trazer, além da aprendizagem dos conceitos, uma visão crítica e participativa, contrária à educação bancária e positivista. O objetivo desta pesquisa é analisar as representações sociais de ciência e tecnologia de alunos do ensino médio de duas escolas públicas. O referencial teórico utilizado permeia os estudos sociais da ciência e da tecnologia com o movimento CTS (Ciência, Tecnologia e Sociedade). Trata-se de pesquisa exploratória de natureza qualitativa e o referencial teórico-metodológico adotado foi o da Teoria das Representações Sociais, a qual cumpre a função de compreender como o conhecimento circula e como a ciência é apropriada pela sociedade. Foram realizadas entrevistas com questões norteadoras com 18 alunos de duas escolas públicas do ensino médio de Ribeirão Preto. O software ALCESTE 4.5 foi utilizado para sistematização dos dados e para posterior análise qualitativa. Foram identificadas 4 classes: 1) ação do homem na natureza; 2) tecnologia: uma facilidade traiçoeira; 3) os dois lados da ciência e 4) ciência: pesquisa pela saúde? Os resultados apontam para construção de uma representação social em que a ciência e a tecnologia deixam de ser associadas apenas ao seu potencial de criação e à solução dos problemas, para abarcarem significados mais críticos. Os sujeitos dessa pesquisa associam os benefícios da ciência à cura de doenças, como Aids e câncer, e os malefícios às guerras e aos interesses pelo lucro. O conhecimento compartilhado pelos alunos sobre o impacto da ciência e da tecnologia na sociedade mostra que estes estão cientes dos malefícios que o progresso científico acarreta no meio ambiente. A proposta dialógica e a inserção de dimensões sociais no ensino de ciências abrem caminho para a ciência fora dos laboratórios e dentro da realidade brasileira.