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The STS movement, which emerged in embryonic state in the middle of last century and made itself over the decades, remains relevant to the society we live in. Thus, it is recurrent the need for a participation of this society in the direction given to the scientific and technological activity, demanding more democratic decisions. In this sense, this research is based on the questionings, what is the characterization of educational practices carried out in STS Field in Basic Education and in teacher training, and how has been the participation of society in scientific and technological development? As objectives, we seek: (i) identify which and how subjects have participated in decision-making on scientific and technological development; (ii) analyse data referrals in respect of educational practices STS; (iii) to investigate whether the STS assumptions are advancing the Academy to implement educational practices; (iv) to point out horizons for Science Education in the perspective of curricular settings guided by the constitution of a culture of participation. It is a bibliographical research whose methodology was the Discursive Textual Analysis, composed of unitarization, categorization and communication. From the corpus of analysis emerged four categories: 1) Limitations practices STS implemented; 2) Methodological aspects of STS practices; 3) Social participation in the development of ST in classrooms; 4) Justifications for insertion of STS practices.

Educational practices in Science-Technology-Society and the Social Participation in the Scientific-Technological Development