Abstract
This article aims to bring to the light important elements for understanding the meaning of Science and its relationships with Human Sciences and Education in particular. We sought to establish it under dialectical support, with polysemic references, however, without incurring eclecticism. It is organized into two parts, one that deals more comprehensively with the concept of Science. It synthetically covers the history of the constitution of Sciences and their processes of differentiation from Philosophy, which resulted in relatively autonomous statutes. The concepts of Truth and Objectivity are analyzed to support the construction of the meaning exposed for Science(s). The specific issue of scientific status for Education and its implications makes up the second half of the article, seeking to bring elements that demonstrate the scientific constitution of the academic discipline.
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