Abstract
The paper provides a systematic theoretical analysis of the main visions of the concept of scientific literacy developed in the last 20 years. It is described as a transition from a transmissive educational vision of scientific literacy (Vision-I) to a transformative vision (Vision-III), with a stronger engagement with social participation and emancipation. Using conceptual tools from sociology and the philosophy of education, the notions of science participation and emancipation associated with transformative Vision-III are critically analyzed in order to draw attention to the growing need to define them with greater accuracy as key conceptual components of scientific literacy. Without such an approach, it will be difficult for science education to materialize and consolidate educational actions that are pedagogically sound, culturally and socially sensitive, and coherent with the social transformation of the diverse conditions of oppression. It is concluded that Vision-III should include both a broad conception of participation, which makes visible the invisible and informal acts performed by diverse groups to build society, and an alternative notion of emancipation committed to liberation.