The present study seeks to analyze the recontextualization of the guidelines found in the National Common Curricular Base (BNCC) for science teaching within the curricular prescriptions of municipal public schools in São Paulo, observing their impacts on teacher training and the fulfillment of the school's social function, based on the concept of Scientific Literacy and on Pedagogical Discourse classifications. The research aims to understand the changes in the texts of BNCC and in those of the City Curriculum concerning science teaching, especially changes related to Pedagogical Discourse. The documentary analysis focused on two official curriculum prescriptions: the BNCC and the City Curriculum. Furthermore, we examined the material from a continuing training offered by the Municipal Department of Education of São Paulo; and conducted a focus group with some instructors involved in this process. The results revealed a greater approximation of Scientific Literacy elements in the curricular prescriptions of the City Curriculum, compared to the BNCC. Both documents focused rather on internalist aspects of science, related to the products and processes of natural sciences. The emphasis in the BNCC "competencies and skills", compared to the City Curriculum "rights and learning objectives", revealed a greater importance of themes around the nature of science in the BNCC, while the City Curriculum highlighted terminologies and concepts. Regarding Pedagogical Discourse, both documents demonstrated a greater overall emphasis on Instructional Discourse. Regarding the recontextualization of BNCC curricular prescriptions within continuing teacher training courses, a significant emphasis was observed on Scientific Literacy elements, suggesting that said recontextualization may be more directly related to the City Curriculum than to the BNCC. In the specific context of the continued training of elementary and middle school teachers, these professionals have distanced themselves from the training movement, suggesting that the knowledge valued in training initiatives is more strongly associated to Portuguese Language and Mathematics. The analysis of the employed knowledge and the observation of the elements of the Pedagogical Discourse in continuing education showed a proximity not only to Scientific Literacy but also to elements of the Regulatory Discourse, indicating a more directive orientation to adapt teaching practices to what is proposed by the City Curriculum. The study recognizes limitations, and highlights the need for more in-depth research to uncover emerging issues which appeared throughout the investigation.