This article presents the steps that compose the construction of the conceptual profile model of death that resulted in the identification of three zones: naturalistic, in which death is interpreted as a result of biological processes or biological properties; religious, in which death is understood as a fact or phenomenon that results from a "divine will", often seen as a passage to another life, and relational, in which the death is conceived as a fact or phenomenon to be denied or hidden. Subsequently, some possibilities are proposed to turn the concept of death into a scholar subject in Science classes through the development of a teaching sequence about the life cycle. In this step, the different zones of the conceptual profile of death which circulated during the class are identified, as well as showing how much the discourse of science can promote changes in the students' ways of talking and thinking about death.
Science teaching; conceptual profile; cycle of life; death
