Energy, water and relations among science, technology, society and environment in science teaching: discursive interactions and formative possibilities.
Energy and water can be related in the controversial field of interests, negotiations and decision making concerning the electrical energy generation process in hydroelectric dams. In this context, the contact of students with these themes is relevant to enable conditions for their critical and reflective development, in relation to controversial issues. In this light, the argumentative involvement of students, in educational activities with the approach of dimensions of science, politics, economics, social and environmental was analysed, along with the process of electrical energy generation. These activities involve controversies related to the construction of the hydroelectric dam of Belo Monte, in Xingu River, in the state of Pará, Brazil. This proposal has its fundamentals in the assumptions of the communicative action theory by Jürgen Habermas, in the proposition of formation for understanding and agreement, in argumentation free of coercion, with the articulation of aspects in the intelligibility, objective, social and subjective domains. The subjects in this research were Sciences students in 9th grade in a public school in the state of Paraná. Data was constituted of audio and video records and written records in a field diary. The discursive interactions were analysed considering Content Analysis and the study of argumentative texts and discourses. Results highlight the involvement of the subjects in the problem-posing and propositions of alternatives aiming joint constructions; and the recognition addressing systemic invasions. Further, limitations in the participation of the students can be explicited. The argumentative processes of students, presented in this work, point to the possibility of formation for understanding and agreement in science teaching.