LAUSR

Abstract The present study aims to discuss and problematize how close is the relationship between the notion of scientific literacy and school teaching of human sciences by presenting the results of the analysis of 32 articles, focusing on their main contributions, principles, challenges and suggestions that may potentially foster the dialogue between scientific literacy and human sciences. The construction of the analysis was based on a heuristic methodology whose results gave visibility to four general aspects: scientific literacy as a way to qualify human sciences teaching, the strengthening of a vision about school education based on scientific values, the valorization of practices as a place of formative experience and the viability of scientific literacy to be thought of as a social practice.