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This work consists in the analysis, from a teaching-learning experience, of a teaching practice focused on Science, Technology and Society in a Learning Unit (UA) with the theme DNA and identification of people to develop learning content. Genetics The research was based on the qualitative approach. The stages were developed in a public school in Belém-Pa, with students from the 2nd year of high school. After the analysis, it was found that the proposal made offers relevant contributions that corroborate changes and improvements in the teaching-learning process, as students developed skills and competences such as argumentation, critical thinking, overcoming myths about science and technology and scientific knowledge. with their ethical, social, economic, political and legal perspectives. Contributing also to the formation of critical, reflective, conscious and autonomous students for intelligent social decision making.

CONTRIBUIÇÕES DO ENFOQUE CIÊNCIA, TECNOLOGIA, SOCIEDADE EM UMA UNIDADE DE APRENDIZAGEM: UM RELATO DE EXPERIÊNCIA NO ENSINO DE GENÉTICA