Since the mid-2010s, the field of Science Education has discussed the incorporation of Social Technologies (ST) into science teaching, particularly in a historical moment in which the literature highlights a perspective of Scientific and Technological Literacy (STL) committed to students’ social transformation. In this context, within the school environment, the theoretical-methodological model of Didactic Social Technologies (DST) emerges, involving further the resolution of socially relevant problems, also the promotion of different dimensions of STL. Based on this proposal, this study aims to identify limits and possibilities for mobilizing the Domains of Scientific Knowledge (DSK) through the development of DST. Thereunto, the study revisits the concepts of STL and DST, discussing how these approaches can mobilize the DSK (conceptual, epistemic, social and material). Finally, we emphasize the fundamental role of teachers’ intentionality in enabling this process and achieving integration among DSK, STL and DST.
