| Summary: | To go through the dialogues that interconnect the construction of teacher education from the History of Science, allows to broaden the view of the curriculum in Basic Education, through reflections that guide the construction of knowledge itself. From an initial training course on the History of Science in the Teaching of Chemistry, the research aims to evaluate the initial conceptions of science in a perspective of interconnection between science, technology and society, as well as reveal some conceptions of future teachers about the construction of science and scientific knowledge intertwined with the curriculum. The results guide the need for the insertion of the History of Science in an interdisciplinary approach in the curriculum, especially the construction and mediation of learning through the very nature of this scientific knowledge. Thus, we conclude that the undergraduate students investigated bring a difficulty in understanding the very nature of this scientific knowledge to recognize it as interdisciplinary.
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