Critical Thinking and the Relationship Between Science, Technology, Society, and the Environment for the Promotion of Literacy and Education of Young People and Adults: A Review for Science Education

Abstract

This article presents a literature review on the integration of critical thinking within the Science, Technology, Society, and Environment (STSE) framework in science teaching and learning practices in Youth and Adult Education (EJA). The study analyzes research published in the last ten years, identifying how STSE relationships have been mobilized in this context, as well as their characteristics, advantages, and limitations for promoting critical thinking. The methodology adopted consisted of a bibliographic survey in the CAPES Periodicals Portal, followed by selection and qualitative analysis of articles that address empirical practices or theoretical essays within the STSE framework applied to EJA. The results reveal a lack of research investigating the relationship between critical thinking and science teaching in EJA, as well as a low level of scientific production articulating STSE and EJA. Although little explored, the STS (Science, Technology, and Society) approach is relevant for science education in adult education and for the development of interdisciplinary practices that value social problems, the reality of students, and the exercise of citizenship. We conclude that there are significant gaps in the literature and that the STS approach constitutes a path with the potential to develop critical thinking in adult education, requiring greater political, pedagogical, formative, and scientific investments.