The present research aimed to analyze how recent literature addresses, either individually or in an articulated manner, the theoretical frameworks of the Science-Technology-Society (STS/CTS) approach and Historical-Critical Pedagogy (PHC) within the field of critical scientific education. It is characterized as a theoretical and bibliographic investigation, with a qualitative approach, grounded in the theoretical-deductive method. Data collection was conducted through a systematic search in the following databases: SciELO, Scopus, ScienceDirect, CAPES Journals Portal, CAPES Theses and Dissertations Database (BTD), University Library System (SiBi), Science.gov, WorldWideScience (ICSTI), Scholarpedia, and ResearchGate. Inclusion and exclusion criteria were applied, resulting in nine selected studies. Data analysis followed the principles of Content Analysis, with emphasis on the propositional discourse analysis technique. The results reveal convergences such as the valorization of social practice, critical education, teachers' social commitment, and interdisciplinarity. Conceptual tensions were also identified regarding the ontology of science, the teacher's role, and the critique of the capitalist model. It is concluded that, despite these divergences, the articulation between CTS and PHC constitutes a promising theoretical-methodological field with relevant contributions to the strengthening of critical pedagogical practices committed to transforming educational reality.