This research presents an analysis of children and teachers' narratives which take place in a classroom and in a museum, formal and non-formal teaching-learning situations. The research dealt with the relations between formal teaching (school) and non-formal teaching (museum), bringing into focus clues and practices which involve, by one side, the STS movement and, by the other side, scientific and technological alphabetization processes in science teaching. In the final considerations, it outstands the reseach contributions to the improvement of the science teaching.
STS teaching; non-formal educatio; narrative and paradigmatic thinking