Believing that the improvement of the Science, Technology and Society (STS) movement in scientific education involves curriculum decisions, we dedicate this research to understanding how these relations were considered in the Physics curriculum guidelines of the state of Paraná (Portuguese acronym: DCE/PR). After characterizing STS Education from Ziman, Aikenhead and Yager, we used Discursive Textual Analysis, in order to establish some analysis categories. The data sources where composed of the documental analysis of the state of Paraná Physics curriculum and of some interviews with text authors. From this process, the following categories emerged: approaches through application of science, interdisciplinary, historical, philosophical and sociological approaches, problem solving approaches, contextualization, decision making, and student oriented curriculum and citizenship. As results we show that, despite of STS Education not being considered as a possible approach, the document presents some elements that could be associated with it.
STS Education; Curriculum; Physics teaching; Discoursive textual analysis