THE RIGHT TO SCIENTIFIC KNOWLEDGE IN SCHOOL EDUCATION: FUNDAMENTALS AND CHALLENGES

Abstract

This article proposes a critical reflection on the right to equal access to scientific knowledge within the context of school education. In light of the rise of scientific denialism and the historical inequalities in Brazil, it discusses the importance of ensuring that all students, regardless of their social, economic, or cognitive conditions, have real opportunities to engage with scientific knowledge. The text problematizes persistent barriers to the democratization of science, such as the concentration of scientific production in universities and research centers, the inaccessible language of academic publications, and the absence of public policies that effectively integrate science into the school environment. Based on an interdisciplinary approach, the article examines the concept of scientific knowledge, its social circulation, and the challenges faced by schools in fulfilling their role in forming critical, informed citizens capable of engaging with scientific advances. From this analysis, the need for initiatives that promote scientific accessibility in schools-especially in contexts marked by inequality-is reaffirmed.