ALMEIDA, MADISON C. deSANTANA, DONIZETE dos S.EUGENIO, CESAR A.ANDRADE, DELVONEI A. de2026-01-062026-01-062024ALMEIDA, MADISON C. de; SANTANA, DONIZETE dos S.; EUGENIO, CESAR A.; ANDRADE, DELVONEI A. de. Paradigm for teaching the nuclear area in the brazilian basic education cycle: promoting learning. <b>Revista Caderno Pedagógico</b>, v. 21, n. 13, p. 1-23, 2024. DOI: <a href="https://dx.doi.org/10.54033/cadpedv21n13-248">10.54033/cadpedv21n13-248</a>. Disponível em: https://repositorio.ipen.br/handle/123456789/49004.1983-0882https://repositorio.ipen.br/handle/123456789/49004This paper explores ethical and social aspects of nuclear technology in education, focusing on preparing teachers and students to address controversial issues and debates, as well as the role of education in shaping public opinion on nuclear issues. Pedagogy scholars highlight the importance of scientific literacy in the education of citizens, with discussions on the ethical and social implications of technologies, promoting critical thinking, as well as reinforcing the need for adequate training for teachers on complex topics. At the same time, authors who dedicated themselves to the ways in which nuclear education can be present in the Brazilian basic education cycle raised important aspects in their analyses. It is noteworthy that the country's documentary panorama supports this issue, lacking effective mechanisms for its implementation. Through an introduction, literature review, methodology, findings, discussion, approach to challenges, opportunities and a conclusion, we seek to understand how curricula can be reformulated and educators better prepared for teaching nuclear energy to children and youth.1-23engopenAccessArtigo de periódico132110.54033/cadpedv21n13-248https://orcid.org/0000-0002-6689-3011Sem Percentil F.I.Sem Percentil CiteScore