The area of Physics Education Research (PER) dealing with History, Philosophy, and Sociology of Science (HPSS) justifies its approaches and curricular proposals considering the aims and values of physics. However, such categories are historical. If at the beginning of the 20th century, considerations about principles and values were limited to debate about the validity of scientific statements, authors such as Thomas Kuhn in the second and third quarters of the 20th century show that the processes of change in the sciences involve disruptions, leading to new questions on the validity of knowledge. Discussions on social aspects of the sciences intensified in the last decades of the 20th century when researchers dedicated to science studies focused their analyses on practices and controversies of sciences. Given these considerations, this chapter will review the literature seeking to understand the dialogue between the PER field and the fields of HPSS from the 1960s. In particular, we will seek to understand how this appropriation took place in the construction of curricular proposals and how discussions of contemporary perspectives in the fields of HPSS were incorporated into them. Thus, we will discuss, based on the literature review, what issues are presented by contemporary HPSS studies to PER and how these issues shape new problems in the field.