<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0121-3814</journal-id>
<journal-title><![CDATA[Tecné, Episteme y Didaxis: TED]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Fac. Cienc. Tecnol.]]></abbrev-journal-title>
<issn>0121-3814</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica NacionalFacultad de Ciencia y Tecnología]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0121-38142021000200237</article-id>
<article-id pub-id-type="doi">10.17227/ted.num50-12129</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O enfoque CTS na educação profissional e tecnológica: uma revisão do campo entre os anos 1995 e2020]]></article-title>
<article-title xml:lang="en"><![CDATA[CTS Approach in Professional and Technological Education: a Review from 1995 to 2020]]></article-title>
<article-title xml:lang="es"><![CDATA[El enfoque CTS en la educación profesional y tecnológica: una revisión del campo entre los años 1995 y 2020]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Braga da Silva]]></surname>
<given-names><![CDATA[Elison Victor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira-Nunes]]></surname>
<given-names><![CDATA[Albino]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marisa-Dantas]]></surname>
<given-names><![CDATA[Josivânia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,IFRN  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,IFRN  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,IFRN  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<numero>50</numero>
<fpage>237</fpage>
<lpage>256</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-38142021000200237&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-38142021000200237&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-38142021000200237&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O enfoque Ciência-Tecnologia-Sociedade (CTS), aliado à Educação Profissional e Tecnológica (EPT), pode figurar como viável para a promoção de uma educação científico-tecnológica pautada na criticidade e cidadania. Assim, esse artigo buscou realizar um estudo exploratório, do tipo estado da arte, a respeito da produção acadêmica que versa sobre CTS em revistas que tratam da EPT, educação tecnológica; e trabalho e educação. Para isso, foi realizado um levantamento de artigos científicos na base de dados de 12 periódicos brasileiros que debatem a educação profissional e tecnológica, compreendendo o período entre os anos de 1995 e 2020. Os dados foram avaliados por meio da análise de conteúdo de Bardin (2002) e da estatística textual apoiada no Iramuteq. As discussões foram feitas em torno de quatro categorias que emergiram após as análises dos artigos, quais sejam: a tipologia dos trabalhos (teóricos, básicos ou aplicados), os níveis de ensino (educação básica e superior), os principais teóricos (autores mais citados) e os conteúdos abordados. Os resultados demonstram que há uma predominância de trabalhos teóricos voltados ao ensino superior, divididos em quatro temáticas, sendo os autores mais citados Bazzo, Auler, Santos e Mortimer e Von Linsingen.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In a world where the development of Science and Technology is prioritized with little to no attention in its social implications, an education method that seeks a broad formation of the students to live in this world is one of the greatest contemporary challenges. In this perspective, the Science-Technology-Society (STS) approach associated with Professional and Technological Education (PTE) can be viable to the promotion of a scientific-technological education based on criticality and citizenship. Thus, this article aimed to conduct an exploratory study, of State of the Art type, regarding the academic production that discusses STS in periodicals that PTE approach, Technological Education and Work and Education. To achieve that, we conducted research for scientific papers in the databases of 12 Brazilian periodicals that debate professional and technological education, encompassing the period of 1995 to 2020. The data was evaluated by the Bardin content analysis (2002) and the textual statistics supported on Iramuteq. The results showed that there is a predominance of theoretical works directed at higher education, divided in four themes, with the most cited authors being Bazzo, Auler, Santos and Mortimer and Von Linsingen.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En un mundo donde el desarrollo de la Ciencia y Tecnología (C&amp;T) se prioriza cada vez más con poca atención a sus implicaciones sociales, una educación que busque la formación amplia de sujetos para vivir en este mundo, es uno de los grandes desafíos contemporáneos. En esta perspectiva, el enfoque Ciencia-Tecnología-Sociedad (CTS) asociado a la Educación Profesional y Tecnológica (EPT) puede ser viable para la promoción de una educación científico-tecnológica basada en la criticidad y la ciudadanía. Por lo tanto, este artículo buscó llevar a cabo un estudio exploratorio, del tipo estado del arte, acerca de la producción académica que trata sobre CTS en revistas que aportan la EPT, educación tecnológica y trabajo y educación. Para este propósito, se realizó un análisis de artículos científicos en las bases de datos de 12 revistas brasileñas que discuten la educación profesional y tecnológica, cubriendo el período comprendido entre los años 1995 y 2020. Los datos fueron evaluados a través del análisis de contenido de Bardin (2002) y de las estadísticas textuales respaldadas en Iramuteq. Los resultados demuestran que hay un predominio de los trabajos teóricos destinados a la educación superior, divididos en cuatro temas, los autores más citados son Bazzo, Auler, Santos y Mortimer y Von Linsingen.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ciência-Tecnologia-Sociedade]]></kwd>
<kwd lng="pt"><![CDATA[educação profissional e tecnológica]]></kwd>
<kwd lng="pt"><![CDATA[ciência e tecnologia]]></kwd>
<kwd lng="pt"><![CDATA[estado da arte]]></kwd>
<kwd lng="en"><![CDATA[Science-Technology-Society]]></kwd>
<kwd lng="en"><![CDATA[professional and technological education]]></kwd>
<kwd lng="en"><![CDATA[science and technology]]></kwd>
<kwd lng="en"><![CDATA[state of the art]]></kwd>
<kwd lng="es"><![CDATA[Ciencia-Tecnología-Sociedad]]></kwd>
<kwd lng="es"><![CDATA[educación profesional y tecnológica]]></kwd>
<kwd lng="es"><![CDATA[ciencia y tecnología]]></kwd>
<kwd lng="es"><![CDATA[estado del arte]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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