Curricular settings less rigid and fragmented have been advocated by several authors. In this regard, it argues a curriculum more open, in which the contents are articulated with the students’ experience. To this end, we seek support on the theory adopted by paulo freire, making links with the science-technology-society movement. Based on these references, it is aimed presenting results from implementations of themes developed in different contexts, within the group named as grupo de estudos temáticos em ciência-tecnologia-sociedade, and presenting reflections about such implementations, in order to contribute for future proposals based on curricular issues.