Human action governed by a normative ethics, guided by the Kantian categorical imperative - “act so that the principle of its action becomes universal” - is the object of analysis from the perspective of existential phenomenological philosophy, because it derives from pure reason and disregards experience. ontological being. On the other hand, moving away from normative ethics, Hans Jonas proposes a new human act based on the principle of responsibility. Human action is challenged by the planetary scale of issues that emerge from what is conventionally referred to as the "new technological civilization". For Jonas, the current nature of acting requires another, broad-ranging ethic commensurate with the power emanating from emerging technologies. It is in this perspective that the philosopher proposes a new imperative: "act in such a way that the effects of his action are compatible with the permanence of an authentic human life." Following the implications of this maxim, thinking about the formation of Natural Science teachers and the complexity that surrounds the teaching and learning processes, from a scope of multi-referential and transdisciplinary hue, requires the improvement of the theoretical basis that serves as a scientific basis, technological, ethical - to the construction of knowledge. Teacher education is a multidetermined phenomenon due to factors influenced by historical temporality such as politics, economics, society, etc. Thus, a formation for citizenship requires (re) thinking the epistemological bases and the methodological contributions that guide and support the formation. Thinking about a formation for a multicultural, globalized society that imposes innumerable transformations in the teachers&; way of being and being needs a trandisciplinary, multi-referential, ecoformative treatment that considers the dimensions of the Being in its ethical, aesthetic, experiences and subjectivities aspects. This perspective involves the development of the human dimension that considers not only knowing and knowing how to do, but which enables ethical subsidies that allow us to develop the ability to know how to be. The thesis text presented here was intended to discuss the formation of teachers from the contribution of the ethics of responsibility of Hans Jonas, to propose the “Principle of Acting in Teaching” as an educational principle based on Jonas Philosophy. This is a qualitative research, focused on the analysis of Hans Jonas Responsibility Theory and as the interpretative key of the research the authors phenomenological thinking to analyze the official documents that guide the teacher education (Common National Curriculum Base, Curriculum Parameters). Curriculum Guidelines and Pedagogical Course Projects). By answering the research problem, it was possible to bring to the discussion concepts such as “Caring”, “Taking responsibility”, “Acting”, intertwining them with the care heuristic and the responsibility heuristic, thus enabling a bonding axis between the field of formation and the axis of philosophy articulating the Principle Responsibility and Formation. From this perspective, therefore, the need for a multi-referential and transdisciplinary approach to the formation of Natural Science teachers is contemplated. Although Responsibility Theory presents some difficulty in Jonas thinking, responsibility ethics has the potential to contribute to the didactic basis of teacher education. It is important to rescue the ideal of citizenship, committed to forming ethical, critical, environmentally conscious and sustainable development individuals, able to intervene responsibly in their surroundings and thus guarantee their integrity and that of other species, as well as that of all species. the biosphere. The ethics of responsibility contributes to a discussion that goes beyond the boundaries of transformations arising from social relations, reaching questions that concern the preservation of the human essence. It is, therefore, a resizing of the boundaries between (the production and diffusion of) knowledge and teacher education.