This dissertation is the result of a two-way experience, since we were participants in the Science at School Program (PCE), and years later assuming the role of researcher in the Master, having as the object of research this same program. In this sense, the PCE emerges from a context of approach to science, where teachers of basic education received guidance about the scientific universe, overcoming the old stigma that theory differs from practice. The general objective of this research was to analyze the scientific literacy in the continuous formation of teachers in the Science at School Program. For this, we used document analysis and semi-structured interviews with participating teachers and the general coordinator of the PCE. The results point to the clear presence of indicators of scientific literacy, so that the program fulfills the role of perpetuating science in the elementary school dimension, through the appropriation of knowledge, social participation, critical reading of the world, so that perspective science, technology and society was the precursor valve of this study.
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