2018-09-052018-08-07JUSTINIANO, G. B. Redes sociotécnicas na docência e na pesquisa em ensino de Ciências e Tecnologia: tecendo controvérsias a partir de uma sequência didática sobre eletricidade no ensino médio. 2018. 202 f. Dissertação (Mestrado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2018.http://repositorio.bc.ufg.br/tede/handle/tede/8858This work appropriates the Actor-Network Theory as a theoretical and methodological reference to elaborate a Didactic Sequence in which students of the Secondary School can explore controversies around techno-scientific artifacts. From the principles of generalized symmetry and reflexivity, we expanded our understanding of the theoretical body to reflect on the Didactic Sequence constructed as a network of human and non-human actors in constant interest dispute. Thus, the overall objective of the work was to identify which nodes hold the networks built to each other. Among the actors identified in this construction, we highlight the authors of the Didactic Sequence (researcher, teacher of the university field and teacher of the school field), the high school students who became involved in the activities, the theoretical reference adopted and the studies of the relations between Science, Technology and Society. It should be noted that each of these actors associate with others in a heterogeneous network and in constant movement. In each chapter we map the actorsnetworks that translate this attempt to converge interests and values of the researcher, Actor-Network Theory, Research in Science Teaching and School. Finally, we indicate some of the clashes perceived in the process, as well as fight that, although they are bubbling, go unnoticed by some of the actors present.application/pdfAcesso AbertoCiência-tecnologia-sociedadeTeoria do ator-redeControvérsiasTecnociênciaSequência didáticaScience-technology-society technoscienceActor-network theoryControversiesDidatic sequenceCIENCIAS HUMANAS::EDUCACAODissertação