This paper initially seeks to systematize the foremost arguments presented by different authors to justify the importance of considering aspects of the Natural Sciences in teaching activities. From this opening framework and based on responses obtained in the application of the VNOS-C questionnaire (Views of Nature of Science, Form C), as well as the use of semistructured interviews, reports have been acquired explaining teaching aspects about the nature of sciences in the context of Secondary School. More specifically, under the eyes of teachers in the field of Biology, Physics and Chemistry, outlining some trends and perspectives in the schooling practice of teachers of Natural Sciences, concerning the possibility that they consider in their teaching activities some of the aspects of the nature of sciences and Human Ecology. As main results of this study, we found that the concerns of teachers go beyond the perspective of teaching Science, Technology and Society, as their concerns extend to broader educational issues, such as continued progression, the decrease in the number of classes in Natural Sciences and the role of the school in society.

This scientific work investigates the referrals in educational practices Science-Technology-Society in the context of northeastern Brazil, contemplates the presence of values of interests in the direction given to scientific-technological development and socio-environmental issues. Science has supported the scientific investigation in the field of Education in many countries and Technology Management Systems, an area of lower visibility, usually referred to the domain of Social Sciences and Humanities. In the specific case of Science Education, this discussion also exists, with some authors choosing the term Science Education and other Science Education. It is a position of epistemological nature that has a lot to do with the objects of study, the scientific Education of the non-specialist citizen or, in the second case, the scientific Education in curricular context.In the case of one or the other, they take as crucial the development of scientific culture as an integral part of democratic citizenship. It is the perspective of the present work, intending to reflect aspects and guidelines for the teaching of Science in an orientation of scientific culture, a concept of polysemy that always includes knowledge of content, development of critical awareness about the potential and limitations of Science and adoption of attitudes and behaviors according to the social role of each one. Thus, we signal the need to assume a new objective in educational processes, besides empowering the participation in decision-making processes involving the formulation of public policies for Science-Technology.