Abstract. By recognizing the limitations of traditional schooling, we present the results of an intervention and participant research that analyzed how digital video production by students of the public school network of Itapissuma (PE) contributed to contextual knowledge construction in Science teaching. The qualitative based research included methodological procedures as semi-structured interviews and participant observation applied within eighteen students and one teacher. Previously to beginning work with students, workshops for digital video creation were promoted, followed by interviews with students in the post-production phase. Our results show that studentes taking on the role of cultural producers significantly contributes for their knowledge construction process and for their practical understanding of the curriculum contents addressed. Final video publication in social networks, followed by debate and discussion about scientific concepts that impact the community's daily life (pollution, sexually transmitted diseases) has established a link between popular culture and Science teaching, also according to Folkcommunication for Science and Technology principles. In this way, recognizing the importance and the need of a pedagogical mediation that promotes interaction, collaboration, team work and autonomy development, our results validate digital video production as an educational technology capable of establishing new ways for understanding the world.