Abstract
In the present work, we focus on evaluating the potential use of problem situations as a didactic and pedagogical strategy to the insertion of the STS approach in the context of the final years of elementary school. It is an action research, developed during a continuous formation of science teachers, in the format of a study collective. Together with the teachers, we developed four projects with students from sixth to ninth grade, totaling over 1500 students. We resorted to discursive textual analysis for the apprehension of pertinent aspects to the STS approach, which allowed us to realize that the proposal proved to be subject to discussions and articulations about science, technology and/or society; favored the process of appropriation of scientific knowledge, ie, it provided scientific literacy and led to awareness and/or decision making, that is, provided the exercise of citizenship.
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