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L'article se penche sur la "participation" des populations à la régulation des techno-sciences et des techno-produits qui arrivent sur les marchés et affectent les modes de vie, l'environnement ou la santé. Une double thèse y est développée. La première conduit à la nécessité de réfléchir aux moyens de défendre et protéger celles et ceux qui interrogent les pratiques techno-industrielles (quant à la sécurité des systèmes mis en oeuvre par exemple) ou qui questionnent les certitudes académiques (lorsque celles-ci légifèrent trop vite sur des questions en jeu dans l'espace public). La deuxième thèse propose de placer la question de la participation dans des perspectives politiques et économiques plus vastes, en lien aux univers des marchés et de la politique professionnelle. Une conclusion majeure est que la participation est toujours invoquée formellement mais qu'on tend en pratique à réduire son usage aux cas exceptionnels où la bataille publique fait rage et ne peut être évitée ; dans les autres cas, on la contourne en la remplaçant par exemple par l'éthique instituée en comités – comités fermés mais censés "représenter la Société Civile", capables d'agir vite et, s'ils sont bien choisis, dans la bonne direction. On passe ainsi d'une régulation par la loi et le droit d'une part, des procédures participatives ouvertes de l'autre, à des formes de régulation fermées et ad hoc permettant la mise rapide sur le marché de nouvelles technologies. ; The article focuses on the "participation" of the populations in the regulation of techno-sciences and techno-products that get to the market and affect the way of life, the environment or health. In this case, a double thesis is developed. The first leads to the need to reflect on the means of defending and protecting those who challenge techno-industrial practices (for example, regarding the safety of the implemented systems) or those who question academic certainty (when these legislate very fast on issues at play in the public sphere). The second thesis proposes to place the issue of participation in wider political and economic perspectives, in relation to the market and professional politics. In the end, it is realized that participation is always formally invoked, but, in actual fact, the trend is to reduce participation to exceptional cases where the public struggle is violent and cannot be avoided; and in other cases it is sidestepped or forgotten, being substituted by ethics instituted in committees – closed committees, but supposedly "representing Civil Society", able to move rapidly and, if well chosen, in the right direction. Thus, going from one regulation by the law and by rights, onone side, and participative processes, on the other, to closed and ad hoc forms of regulation allowing for the fast introduction of new technologies in the markets.

The STS movement, which emerged in embryonic in the middle of last century and made over the decades, remains relevant to the society we live in. Thus, it is recurrent the need for a participation of this society in the direction given to the scientific and technological activity, demanding more democratic decisions. In this sense the research is based on the questionings: what is the characterization of educational practices carried out in STS field in Basic Education and in teacher training?; And, as has been the participation of society in scientific and technological development? As objectives, we seek: (i) identify which subjects have participated in decision-making on scientific and technological development, and how; (ii) analyze data referrals in respect of educational practices STS; (iii) to investigate whether the STS assumptions are advancing the Academy to implement educational practices; (iv) to point out horizons for Science Education in the perspective of curricular settings guided by the constitution of a culture of participation. It is a bibliographical research whose methodology was the Discursive Textual Analysis, composed of unitarization, categorization and communication. The corpus of analysis emerged four categories: 1) Limitations practices STS implemented; 2) Methodological aspects of practicas STS; 3) Social participation in the development of ST in classrooms; 4) Justifications for insertion of STS practices.