This chapter analyzes the historical evolution of HPS in connection with science teaching and learning, the different lines of research that have developed over time, and some examples of teaching proposals – aimed at students, teachers and preservice science teachers – which were designed taking research results into account. Some special phases in this evolution are described: a first historic landmark that considered HPS as playing a limited role in the process of institutionalizing science education research in Brazil; the consolidation of the area during the 1980s; the application of HPS in the development of variations of the conceptual change model (), giving special emphasis to other philosophers besides Kuhn and Lakatos; and a last phase of the institutionalization process of science education research in Brazil. A critical analysis of the present situation regarding the incorporation of HPS in science education is carried out, and some ideas are suggested in order to make progress along these lines.

Fil: Arriassecq, Irene. Universidad Nacional del Centro de la Provincia de Buenos Aires. Facultad de Ciencias Exactas. Grupo Educación en Ciencias con Tecnologías; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Tandil; Argentina

Fil: Guridi, Verónica. Universidade de Sao Paulo; Brasil