The studies on the interactions between Science, Technology and Society (STS) have been disseminated in several fields of research, among them is the science teacher training. In this area, it’s argued that the inclusion of discussions on aspects related to the STS studies, such as nature of science, contextualization of scientific and technological knowledge, decision-making processes, allied to problematizing and emancipatory education, according to Paulo Freire and Latin American Thinking in Science, Tecnology and Society, makes possible the formation of teachers aware of their humanizing role. Walking in this direction, the course in Science Teaching Training Degree of the Paraná coastal sector of Federal University, presents a proposal for the initial formation of science teachers through an emancipatory curriculum that aims to train intellectually autonomous educators for a socially committed education. In addition, the teaching and learning process is based on the methodology of work by projects, taking as a starting point local reality and sustainable regional development, indicating the presence of approaches of the STS studies in the course. In this way, the objective of this research was to analyze the approaches of the STS studies present in the Pedagogical Project of the Science Teaching Training Degree of UFPR Litoral, in the perception and in the practice of the formative teachers. Therefore, this investigation of qualitative nature, structured from the case study method, was composed by three stages. The first one was a documentary research based on the Pedagogical Project of the Course, the second one was established based on the participant observation of the activities developed in the disciplines “conceptions of science and education” and “experiences of teaching, relation science and society and teaching practice”, and finally, the third one was set up in interviews with four teacher trainers, who ministered the disciplines that were observed. The data were analyzed from the Discursive Textual Analysis. The results point to approaches of the STS studies in two perspectives: critical and reductionist. In the reductionist approach, there were discussions about technology such as application of knowledge, technocracy, neutrality, and inductive and linear science. However, the major emphasis was in a critical perspective, problematizing naive perceptions about science and technology, interdisciplinarity and contextualization, as well as a conception of problematizing education, based on dialogue, humanization and the formation of a culture of participation. These results contribute to discussions about the insertion of the CTS approach in a critical perspective in the initial formation of science teachers.