To generate an analytical position in science education, it is recommended that the teacher involve students in what will be approached, combining social and technological reality, contributing to decision making as a citizen and critical participation in society, parameters defended by the CTS movement (Science, Technology and Society). Considering these assumptions, an SD (didactic sequence) was adopted for Vitiviniculture in the discipline Introduction to Oenology guided by the following questions: How to establish the existing relationships between social, technological and environmental issues as to the production and promotion of wine, properly training these individuals to develop their judging capacity? Such questioning arose mainly because these students, in their professional practice, promote a drink that can bring social and environmental benefits and damages, and that contains chemical substances that are not described on wine labels. Therefore, the objective was to analyze the influence of a didactic sequence aimed at Vitiviniculture, verifying whether the students perceived the CTS interaction in the manufacture and use of wine. The research subjects were 35 students from the Nossa Senhora do Patrocínio University Center (Itu- SP Brazil) of the Gastronomy Technology Course. As a methodological procedure, a qualitative approach was adopted and as data collection, a pre- and post-questionnaire with contextualized open and closed questions were used, and an SD on the cultivation of grapes, the manufacture of wine and the economic exploration of this product. During the SD the relationships between the social, technological and scientific contexts of Vitiviniculture were discussed  with an emphasis on alcoholic fermentation, socio-environmental problems and analysis of wine labels. The results indicate citizen contribution, gain of knowledge regarding the theme and a greater understanding of the CTS relationship, as a result of this unique strategy.