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This article aims to analyze the contributions of the development of a curricular component for the promotion of Scientific-Technological Literacy (STL) and its articulation with the Kaingang indigenous culture in the initial teacher training in Rural Education - Natural Sciences at a Brazilian federal university. The research methodological approach is qualitative and concerning the technical procedures, it is outlined as an action research. Twenty-three academics participated in the study. From this total, twenty are from indigenous lands of the Kaingang culture and three students are from a family farming context. For data collection/construction, a questionnaire, observation script and students' written production (didactic proposals) were used. The main results of the investigation point out the concern with the construction of a more politicized STL that stimulates a critical and conscious reading of the world and a greater social participation in decision-making processes on Science-Technology. This process can be achieved by overcoming the traditional conception of education, through discussions of Science-Technology-Society (STS) interrelations, training for social action and more committed, inclusive and democratic scientific education. These results contribute to stimulate the construction of an STL in this perspective and its relationship with culture and traditional indigenous knowledge in the initial training of teachers in Rural Education.Keywords: Initial Teacher Training. Kaingang Indigenous Culture. STL. Rural Education. Natural Sciences.

Alfabetização científico-tecnológica e cultura indígena na formação inicial de professores em educação do campo – ciências da natureza