نبذة مختصرة : The contemporary world is marked by great scientific-technological development achieved by humanity associated with the ethical, social and environmental problems. In this context, this paper aims to know how teachers in continuous training perception the STS approach and how they intend to use them in their pedagogical practices. The research problem arises from the need to understand how teachers scale the relations between scientific and technological development and ethical issues, social and environmental associated with it. A qualitative approach was adopted, in which we analyzed the responses of these teachers to the written assessment applied in STS discipline, of the Specialization Course in Education and Contemporaneity in IFRN/Mossor?. The results show that after the training, the teachers present theoretical notions about STS, but still find it difficult to implement this knowledge into their teaching practices. ; A contemporaneidade ? marcada por grande desenvolvimento cient?fico-tecnol?gico alcan?ado pela humanidade associado a problemas ?ticos, sociais e ambientais. Nesse contexto, o objetivo deste trabalho foi estudar as percep??es dos professores da educa??o b?sica, em curso de forma??o continuada, no que diz respeito aos estudos em CTS e, ainda, quais os desafios para a ado??o desse enfoque em suas pr?ticas pedag?gicas. O problema de pesquisa surge da necessidade de entender como os docentes dimensionam as rela??es entre o desenvolvimento cient?fico e tecnol?gico e os problemas a ele associados. Como metodologia adotou-se uma abordagem qualitativa, na qual foram analisadas as respostas dos citados docentes ? avalia??o escrita aplicada na disciplina CTS, do Curso de Especializa??o em Educa??o e Contemporaneidade do IFRN/Mossor?. Os resultados apontam que, ap?s a forma??o, os docentes apresentam no??es te?ricas sobre CTS
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