This is a research-action (BARBIER, 2004; THIOLLENT, 2011) approaching educational insight about human sexuality on scientific literacy perspective in the Elementary School. The sexuality is took on as a contemporary and extensive conception under the biological, social, emotional, cultural and religious views (OLIVEIRA, 2019), as well as the scientific literacy as practices which promote an understanding about knowledge related to science and technology including their use and comprehension in everyday actions (SANTOS, 2007). The purpose of this research was to investigate in which ways teachers of elementary education talks about human sexuality considering the scientific literacy. It was given a special attention to the new perceptions about their approaching, starting from the formative processes promoted in the elementary school context. This research was at Rosa Gattorno Elementary School, located in the city of Belém-Pará. Four teachers participated of all stages of this research, and they were selected considering their experience with students from 1st to 5th grades and also their formation in Pedagogy. The material used in this research was: a set of objective and subjective questions previously applied to the teachers in moment of interaction; pedagogical meetings; training workshops. All of these actions were planned by the institution with the purpose of contribute to the formation of teachers. They were also registered in the field diary used during the research. The conclusion of all these actions was through eight teaching series that make part of this dissertation called ―Suggestion to talk about theme related to human sexuality in Elementary Scholl‖, it also included semi-structured interviews, held at the end of the process and that started from two issues alluding to the new perceptions manifested by the teachers. It was used The Discursive Textual Analysis (DAT) (MORAES; GALIAZZI, 2016) for the analysis of the teachers' perceptions on the subject, after the interventions. As a result, it was evidenced school practices in contents of human sexuality, and sometimes, unrelated to practices of scientific literacy, showing unfamiliarity of this approach in class. Changes have been observed, leading to the conclusion that the teachers' perceptions, previously focused on biological and scientific discourses related to the teaching of human sexuality, after the training moments, point to the construction of new knowledge that comes to understand sexuality in dimensions and scientific literacy as a new concept that must be linked to the social practices of students in the elementary education.
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