104. Relations Between STS and Education for Sustainable Development (ESD))
ELOY FASSI CASAGRANDE JR, UTFPR; Maclovia Correa da Silva, UTFPR; Libia Patricia Peralta Agudelo, UTFPR; Pedro Damián Pacheco Vasquez, Instituto Tecnológico e de Estudos Superiores de Monterrey; John Motloch, Ball State University
Posted: February 28, 2022 Accepted Languages: English/Inglés/Inglês, Spanish/Español/Espanhol, Portuguese/Portugués
The warnings to redirect our model of economic development in the face of socio-environmental impacts have increased in the last thirty years with the worsening of global warming and climate change. In this context, Science, Technology and Society (STS) policies and education models must undergo a thorough review, leading the United Nations (UN) to launch the 2030 Agenda in 2015. It is about 169 goals included in 17 goals, the so-called Sustainable Development Goals (SDGs), a global call to action to end poverty, protect the environment and climate, and ensure that people everywhere can enjoy peace and prosperity. The necessary changes in STS policies are intrinsically linked to the implementation of Education for Sustainable Development (ESD) at all levels of formal and informal education. It is necessary to expand the dimension of education so that the understanding of knowledge about natural phenomena and the development process to provoke a critical reflection on the role of science and technology in achieving sustainability.
