Science education and citizenship in the early years of Brazilian basic education

Abstract

This article aims to analyze how the relationship between science education and citizenship is represented by teachers in the early years of basic education in Brazil (students from six to ten years). Data were analyzed from Critical Discourse Analysis (Fairclough, 2003), relating micro-social aspects (textual analysis: verbs, pronouns, metaphors) with macro-aspects. Overall, we identified the existence of contrasting discourses about what is to be a teacher, about his role and other social actors in citizenship training, and questioning about the linearity between its representations of citizenship and performance in the classroom