This is a qualitative research in the narrative mode, which is based on teaching experiences with students of the first year of high school, at a public state school, lived during a mini-course, in the context of a didactic sequence, developed in the spaces of the computer lab and the multidisciplinary laboratory. With the aim of investigating in which terms practices of teaching Biology, which favor digital technologies and the active participation of students, contribute to the construction of socially relevant knowledge. There were eight subjects who participated in this research, who were chosen from the following criteria: attendance at all mini-course meetings and the production of significant information regarding the research question and the objectives outlined. As an investigative instrument, I used a questionnaire to obtain information about the affinity of the participants with the topic under study and with the use of the technologies. In addition to the questionnaire, I also used a diary - where my perceptions and reflections on this research were recorded -, audio and video records. With the intention of producing new understandings about the investigated phenomenon, I used Discursive Textual Analysis as a methodology for analyzing the empirical material. After performing intense readings and impregnating myself with the empirical material, such analyses allowed the construction of two thematic axes of analysis, named: “Studying protein synthesis: production of student meanings” and “Teaching of protein synthesis aiming socially relevant knowledge”. The results show that students are not satisfied with the practices experienced in educational institutions. They expressed the need to broaden their study perspectives by assigning meaning to the contents studied. Technology, through the use of the Internet, has stimulated students to go in search of elements capable of building their knowledge, allowing them to be responsible for their learning. Despite the potential of this tool, the students expressed that it is little used in schools. The students also pointed out that the research together with moments of discussions allowed the establishment of everyday knowledge and scientific knowledge, helping in the understanding of new concepts and in the resolution of problems experienced in their daily life. This proposal becomes efficient and potentially valid for promoting discussion and reflection on social issues, enabling the relationship between everyday knowledge and scientific knowledge, as well as contributing to student attitudes. As a contribution of this study to society, a video which presents clippings made during the development of the didactic sequence will be available, aiming to offer Biology teachers new ways to teach and learn protein synthesis.
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