This is an action-training research of using autobiographical narratives, carried out with Science and Biology teachers from the Federal District through a continuing education course entitled "Controversial Issues in Science and Biology Teaching and valuing the ideas of autonomy and reflexivity". My main objective was to analyze the facilities/difficulties of teaching work within CTS Education - Science, Technology and Society - involving controversial topics, seeking to understand how a proposal for continuing education, based on the theoretical-methodological contribution of autobiographical narratives, could contribute to awakening the autonomy and reflexivity of the teachers involved in this research, involving them in a pedagogical practice aimed at a critical, autonomous, reflective and creative formation. The proposed course was built together with ten (nine at the end) participating teachers, in the humanistic perspective of Paulo Freire. After six continuing education meetings, I conducted a semi-structured interview with eight of the course participants, according to my research plan. The material produced in the continuing education course (speeches and narratives), in the semi-structured interview and in my listening diary were

interpreted by the tool called discursive textual analysis - ATD (MORAES, 2003), creating three categories of analysis: (1) Teacher perceptions: controversial issues involving CTS in Science/Biology Teaching, autonomy and reflexivity; (2) Personal experiences for the “I teacher”/“I teacher”; (3) The continuing education course and autobiographical narratives in an autonomous and reflective teaching practice. Controversial themes reverberate in school science education. CTS education, which may involve socio-scientific issues, is promising for the development of scientific literacy that values protagonism, criticism, creativity and citizen education (SANTOS; MORTIMER, 2002). Thus, it is important to value autonomy and reflexivity in the school environment to strengthen the construction of a democratic society in such controversial times. Emphasizing subjectivity in working with autobiographical narratives (JOSSO, 2010), emphasizing “sensitive listening” (BARBIER, 2007, p. 93), means valuing life stories in a reflective and formative process. The results of this research show that the course contributed to enlivening the interest and perception of Science/Biology teachers from the Federal District involved in the proposed theme about the possibility and necessity of approaching controversial topics in the classroom for an autonomous, reflective student formation , critical, creative and citizen. Another issue referred to the valorization of training spaces that prioritize “sensitive listening” and the knowledge of those involved in the teaching-learning process, as well as working with autobiographical narratives. Teachers reported awareness of the importance of working, dialoguing, discussing and debating controversial topics and ideas of autonomy and reflexivity with students, exposing their facilities and highlighting their specific difficulties in addressing controversial issues, such as those related to sexuality. I noticed the teachers' desire to invest in initial/continuing training courses (mainly) with an approach to controversial topics in Science/Biology Teaching and valuing narrating and listening to life experiences. Teachers need support in the school environment and public policies that value their work and their freedom to teach.