摘要：The understading of the neutrality of science-technology activity may undermine the participation of society in decision-making processes about scientific and technological issues. In this way, we have considered important the verbalisation of silencings associated with the supposed neutrality of the science-technology activity. This silencings involve reflections based on: the origin, conception and direction of the science-technology activity; the knowledge which is mobilized for solving social problems; and, the values internalized in the science-technology activity. In addition to that discussion, we present, through the analysis of the production of the Brazilian area of science-technology-society education, signs of verbalization of these silencings. From these reflections, we highlight perspectives and challenges related to the verbalization of the silencings. Furthermore we highlight the requirements for investigations on focusing the potentialities of educational practices to overcome the conception of science-technology neutrality. These perspectives, in our opinion, are fundamentals to the constitution of a participation culture.
关键词：Palavras-chave: Ciência-Tecnologia-Sociedade; Educação Científica; Neutralidade da Ciência.
