摘要：The Science, Technology and Society (STS) field of studies has been showing, in recent years, obstacles to implementing the acronym STS as whole in the teaching in Science, especially the second element: Technology (T). In order to contribute to the discussion about the relationships that involve this triad, we carried out a broad bibliographic review in databases and periodicals in the field of education, seeking Productions that addressed Technology in STS Education and Science teaching between the years of 2010 – 2020. For that, it was necessary to analyze which sense of technology prevails in the results of these Productions, 39 articles were selected, considering the inclusion criteria. For the analytical treatment of this corpus, we used elements from the content analysis of Bardin (1977). The categories that emerged posteriori were: Nature of Work; Technology Conception; and Technology in the STS Approach. Most of the analyzed works bring restricted/simplistic conceptions of technology in their results, whether from practicing teachers, teachers training or students of basic education. This, we infer the need for a greater diffusion and rise of the meaning attributed to technology, considering its amplitude in a critical way. Approaches that start from this understanding in Science Teaching establish in fact an effective scientific-technological education.
