In this article, we present reflections on the possible dialogs between literary creation and science teaching. Our considerations will be directed to the work of Mary Shelley, Frankenstein, and the role of science and science education over the text that gave rise to the genre "science fiction." This work aims at presenting the possibilities of using Shelley's work in order to explore historical, methodological, conceptual, social, and political implications that may be useful for motivating reflection in teaching science in the classroom in times of "post-truth." In order to do this, we base our notes on the conceptions of Science, Technology, and Society (STS); in rationality and reasonability; in aspects of bioethics; and on the man-machine implications according to the scientific community in the educational field. In addition to the pedagogical mediation of concepts by the teacher, we seek to look at different strategies as alternatives for pedagogical action in science teaching, through dialog.