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Abstract
The aim of this study was to understand the relationship between socio-environmental issues and science teaching at school. To this end, the descriptive exploratory method was adopted, which favors getting closer to the object of study. The analyses were conducted using the Textual Discourse Analysis (TDA) technique. The methodological procedures included the following stages: 1) submission to the Research Ethics Committee (CEP); 2) bibliographical research; 3) technical visits. The results show that the articulation of socio-environmental themes with scientific concepts and local reality still faces challenges. This is due to the curriculum's emphasis on isolated concepts, to the detriment of establishing meaningful dialogues with local reality.
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