In this paper, we propose the socio-scientific issues (SSI) as an effective part of the curriculum of the ideals of the STSE movement in education. Furthermore, we have developed in a secondary school, in a rural community in the state of São Paulo, activities of continuing education for teachers in the discussions of SSI in the classroom. To understand and reflect on the situations resulting from these practices, we considered the participant research and the content analysis from the audio records of the weekly meetings between the teachers of this school and graduate students from a nearby university. Given this, we could understand how these issues should be part of people's lives, teachers must present motivation for the work, they need information, exposition of the arguments involved, must relate content and curricula, but, all this, aiming at the necessary critics of the aspects that can make this an instrumentalized practice. At the end of this clipping of our doctoral research, we were able to consider evidences on how teachers were inserted inthe training process, with their involvement in the discussions and practices with the SSI