Abstract
This text is an instrument through which we demonstrate the origin, nature and social function of scientific knowledge and its historical importance in school education from the contributions of the marxian ontological perspective, historical-critical pedagogy and historical-cultural theory. The objective is to demonstrate, based on the historical process of human self-construction, the essence of science, as well as the need for more and more school education to defend it. Our intention is to reflect on the constitution and humanizing potential of scientific knowledge in the school environment. We emphasize that these elements are essential for the development of the human psyche and their appropriation requires the teaching, research, teaching and learning task in the school space-time.
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