The perspective of studies in science, technology, and society for digital literacy: actions to promote teachers' participation
DOI:
https://doi.org/10.14571/brajets.v18.n4.1483-1497Keywords:
science, technology, society, computer literacy, dialogueAbstract
This article approaches the aspects and social implications of technology, from the field of Science, Technology and Society (STS), aiming at contributing to the critical awareness of teachers regarding digital literacy. The research context is embedded within a research project, which is a partnership between a public university and an institution that carries out activities with children after school hours. The aim of this article was to investigate the demystification of technology through the reflection of STS concepts – non-neutrality, non-linearity, technological non-determinism and participation – in participatory workshops. The results indicated that workshop participants developed new skills and competence by associating theoretical concepts from STS to a critical understanding of technology to the classroom reality.
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