**4. Science, technology and society: Historical bases and sociological studies**

The advancement of science and technology, often overblown, raised a concern to integrate science and technology for the welfare of society, especially since mankind, in the last century, felt a mixture of hope and fear when seeing realized man's dream to reach the space, at the same time that the world feared for their end because of major advances in nuclear weapons. The apathy of society regarding the decisions in science and technology at the beginning of last century was changing while new discoveries began to bring unpopular consequences and show disastrous prospects for the future of humanity. [14].

Especially in English-speaking countries, the economic crises turned on social alarms about some ecological aspects, such as, for example, the side effects of some bactericides and the war in Vietnam. These were some of the factors that led to the first anti-establishment actions, giving rise in the international arena to new positions and attitudes towards irrational advance of modern society. Due to strong political and economic crises that plagued the world, step by step, the belief in the neutrality of science and the naive view of technological development, which once dominated the social scene, was fading. A discussion of political and social implications of the production and application of scientific and technological knowledge was required, both in the social sphere as in the classroom [15, 16]. And so, as a way to consciously challenge the overblown advances that the world saw emerge, raised in some parts of the world in the mid-1970s, a movement that tried and still tries to establish a tripod: Science, Technology and Society (STS), searching for a stronger integration and a more critical training of future professionals, as well as seeking to obtain new theories about the implications and relations of science and technology in society [17].

Two traditions have been recognized within the scope of CTS: the North American, which emphasizes more the social consequences and prioritizes a greater emphasis on technology, marked by strong ethical and educational issues, and the European, which has the unmistakable mark to focus their investigations on issues which discuss more the science through anthropological, sociological and psychological referrals [18]. The power of the CTS movement took place through several curricular innovations around the world, either as a discipline, or even as changes in the way of inserting some topics in already existing and structured courses. Contents or the integral transformation of the curriculum, with the main objective to provide students a formation able to assist in the most different decision-making processes that occur in everyday life, having as reference the values considered as ethical and moral by society.
