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Misgendering is perceived as the use of incorrect pronouns and gender categories when addressing Transgender and Gender Non-Conforming (TGNC) people. This common habit is widely observed in reports, surveys and assessments, where the pressures to comply with a binary understanding of gender are high and alternative options for self-identification are not frequently offered. The present study reads misgendering as a manifestation of epistemic injustice, and uses resources from Science, Technology and Society (STS) Studies in order to highlight the importance of situated perspectives on the matter. After being analysed as a commonplace microaggression, misgendering is conceptualised as an act of structural hermeneutical marginalisation that is not usually intentional but product of society's lack of sensibility towards gender diversity. Finally, a reparative approach against misgendering is offered through the Gender Fair Language model, which involves relational and situated contributions in order to prevent already marginalised people and experiences from being further excluded.

Today we live in an increasingly scientific and technologically developed society that has promoted transformations in the social, political and economic environment. This development brought with it the illusion that all social and cultural problems would be solved, creating a traditional image of this science, in which its development would be free of particular interests. In order for the community to be able to understand the relations between science and the collective, it is necessary to have debates about the subject, and thinking about it, the movement called Science, Technology, Society and Environment (STSE) was created, representing a critical study group about the traditionalist and essentialist view of science and technology. The STSE studies seek to understand their social dimensions and even their consequences. Thus, this study has as main objective to review the Brazilian literature in search of articles that work the STSE approach in the teaching of Chemistry in the context of the high school classroom, with the intention of training citizens critical about the most diverse subjects of this. This research has a qualitative character, as it allows the researcher a better approximation and understanding of the facts studied. The articles were searched in national journals that allow free access and with qualis A1, A2 and B1 qualis according to the CAPES Qualis-Periodical system. In all, 24 journals were found, but only 8 articles were found with the theme under study, being found 14 in total. The selected papers cover the topics of Acids and Bases (1), Physical-Chemistry (1), Environmental Chemistry (3), Organic Chemistry (8) and Radioactivity (1), in which teaching was conceived in the STSE precepts to promote greater contextualization and the formation of the critical citizen. All the creators of the researches sought through the STSE to make the classes more attractive and dynamic, centering the construction of the knowledge in the student through the stimulation of the research.

The major advantage of STS is the kind of teaching it allows and demands. Twelve middle school teachers who were enthused with STS teaching selected two sections for a research study. One section was the experimental STS section; the other followed the course syllabus and textbook closely. The major findings indicate the advantages for STS as a teaching approach. Students at the STS approach learned as many science concepts as students who were taught such concepts directly. But the students in the STS sections were superior in all other aspects, including understanding and use of 14 process skills, use of creative thinking skills, development of more positive attitudes, better ability to apply and connect ideas and skills to other situations, and developing a better understanding of the nature and history of science.

Changes in the past two decades of goals for science education in schools have induced new orientations in science education worldwide. One of the emerging complementary approaches was the science-technology-society (STS) movement. STS has been called the current megatrend in science education. Others have called it a paradigm shift for the field of science education. The success of science education reform depends on teachers' ability to integrate the philosophy and practices of current programs of science education reform with their existing philosophy. Thus, when considering the STS approach to science education, teacher beliefs about STS implementation require attention. Without this attention, negative beliefs concerning STS implementation and inquiry learning could defeat the reform movements emphasizing STS. This article argues the role of STS in science education and the importance of considering science teachers' beliefs about STS in implementing significant reforms in science education.

John Dewey's political philosophy is featured hereas the second order reflection needed in the field of CTSstudies. These empirical investigations, when approached from a pragmatist point of view, plead for the suitability ofdeveloping a political philosophy of science and technology. Itis argued in favor of a pragmatist approach in order to dealrelevantly with problems in that field of research. ; La filosofía política de John Dewey es presentadacomo una reflexión de segundo orden requerida en el campode estudios CTS. Estos estudios empíricos, vistos desde elpragmatismo, abogan por la conveniencia de desarrollar unafilosofía política de la ciencia y la tecnología. Se argumentaen favor de una perspectiva pragmatista para lidiar demanera relevante con los problemas propios de ese campode estudios.