In this paper we discuss the first results of the research “Science Education: student performance, educational practices and teaching materials", a component of the Observatory of Education Program/ CAPES. Our goal is to see how the Science-Technology-EnvironmentSociety (STES) relationship is expressed in the teaching practice of science education for high school and in student performance on questions about energy on the National Exam (ENEM). We present a preliminary analysis of the continuing education course for science teachers, which adopted the STES methodology utilizing the “theme generator” approach developed by Paulo Freire. Finally, we emphasize the importance of this project for the training of the undergraduate and graduate students of our group, confronting them with the knowledge of teachers and promoting a participatory practice that involves the university and the basic school.