We live in a world marked by a crisis that we understand, from post-colonial literature, as a crisis of the knowledge model that underpins Western Modernity. Therefore, science education which deals with the study of the production of scientific knowledge needs to be attentive to this question. We argue that the challenges imposed by the crisis require a cultural-historical perspective of scientific knowledge that is capable of problematizing the relationships between this crisis and the way scientific knowledge has historically established itself. These considerations led us to develop a theoretical study which intends to stimulate reflections on the politicization in scientific education, pointing out possible ways to enhance this movement, considering the production of scientific knowledge from a cultural-historical perspective. Drawing from discussions about the political character of science education, we bring a reading from the works of Boaventura de Sousa Santos, to produce reflections for science education research and practice. In the final part, we complete this essay with a proposition for scientific education that contemplates the previous discussions, to direct a political and cultural-historical approach for such an enterprise.