This work is about the investigation developed during the process of continual formation of science teachers (from the subjects of Chemistry, Biology, Physics and Primary School's Sciences) in a public University. This work consists in a research in wich we try to understand the relations between epistemological refletion and teacher formation. We investigate, particularly, what kind of reflections the science teachers have built from the discussions about the process of production and social appropriation of science and the relations that they establish with the stories of their professional forming and performance. The analysis of this material pointed that among all the aspects in wich the epistemological debate simulated reflections the ethical-political dimension of science is always present. Such reflections led them to review their formative processes establishing relations between scientific production and social criterions of validation of science, as well as they accepted to analyse their own educative practices to these criterions.
Preparation of science teachers; epistemology of science; narrative research; ethical and political in science and science teaching