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In this article we present some narratives about childhood from the perspective of history and epistemology. The theme will be interwoven with the discourses that permeate multiple debates that are present in the context of contemporary education, especially from the point of view of scientific literacy. The intention is not to exhaust the theme, given its complexity, but to present some guiding axes from the dialogue where we allow ourselves to understand childhood beyond its ontological meaning and allow us to understand the child as a socio-historical and cultural subject.

Childhood and Scientific Literacy: Contributions of History and Epistemology