摘要：The Science-Technology-Society (STS) education has as one objective the educational proposition around social themes of science and technology, from an interdisciplinary and contextualized approach, aligned with democratization processes. In this sense, we seek to investigate how this purpose is provided and enhanced in textbooks. Considering a qualitative and bibliographical research, we aim to analyze Physics textbooks against the backdrop of a STS reference matrix. As a theoretical basis for this work, we are based on references of STS education and its articulations with the theoretical-philosophical assumptions of Paulo Freire and Latin American Thought on STS. As a result, we highlight limiting and enhancing aspects related to the objective in question, and, in general, the STS parameters are presented punctually and without deep problematization, thus evidencing challenges for the area.
