摘要：This article presents the results of a professional master's research, from the Graduate Program in Science and Technology Teaching at the Federal Technological University of Paraná - Ponta Grossa Campus (UTFPR-PG), which was developed from the implementation of a nucleus of teaching studies, with a focus on Science, Technology and Society, in a Municipal Children's Education Center (CMEI), in the city of Ponta Grossa - PR. The methodological approach was qualitative, interpretive in nature with participant observation, enabling the understanding of the entire investigated process. Participants were: 7 teachers and 70 students, aged between 3 and 5 years; thus totaling 77 research collaborators. The aim of this study was to verify the contributions of a Center for Teaching Studies in Early Childhood Education with a focus on Science, Technology and Society for Scientific and Technological Literacy in Science Teaching. Data collection occurred through notes in field diaries, reports, footage, photographs, audios, videos, questionnaires, tutorials and didactic sequences. The results point to the lack of a reflective posture about science and technology and its implications for society. We highlight that discussions should take place from Kindergarten, when teachers at this stage of education must make children aware of the problems of the world in which they live, making them increasingly critical, reflective, questioning and active in society.
