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The purpose of the present study is to identify and analyze the early years of Elementary School teachers’ comprehensions of the objective of Science Teaching (ST) in this phase of education, of Scientific and Technological Alphabetization (STA) and of the relationships between Science, Technology and Society (STS). In order to collect data, nine teachers of cycle II working in the municipal educational system of Curitiba were interviewed and had their classes observed; finally, their class plans were analyzed. The analysis methodology applied was Textual and Discursive Analysis. It was possible to observe that most teachers understand that ST helps the students to have a greater comprehension of the world, and that the contents of this area are part of the children’s daily life. Although the teachers recognize the existence of relationship between STS, they do not present the necessary comprehension to establish the implications between STS in the classroom context, that is, some teachers consider technology as a didactic resource and most teachers collaborating with the research did not have knowledge of the term Scientific and Technological Alphabetization.

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Compreensões de professoras dos anos iniciais sobre os objetivos do ensino de ciências, da alfabetização científica e tecnológica e das relações entre ciência, tecnologia e sociedade no ensino fundamental