Abstract
Initially, this text provides a brief overview of the dynamics and harmful effects of the current proliferation of fake news and pseudo-scientific theories based on fallacies and other types of rhetorical stratagems that, systematically, have been spreading hatred and prejudice towards minorities and instigating negative attitudes towards science, reason and democracy. Soon thereafter, he briefly discusses the ironic discursive appropriation of some relativist thesis by conservative pseudo-intellectuals. Then, it seeks to demonstrate a certain degree of penetration of these same theses in the area ofscience education and the possible educational implications of an eventual generalized adherence to such assumptions. Finally, it presents some methodological observations directed to those dedicated to research in the teaching area and a didactic suggestion to try to mitigate some problems of scientific literacy of students, caused by the insufficiency of critical analysis practices of academic texts or scientific dissemination in school activities.
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