Postulates for Critical Science Learning and Teaching

Within the framework of the discussions on Science and Technology in the 21st century, changes and impacts are produced in science didactics, these impacts demand reflection and discussion on the postulates that dynamize such changes.In the present study a theoretical body is formed articulated by the different emerging elements "postulates" in the current science debate, focusing on the interdisciplinary character of the cited sources to integrate a balanced "complex" whole on the basis of the logic of scientific discourse and its implications in the educational sciences, specifically in Science Didactics.The systematization of the different postulates rests in turn on the need to advance in the development of a new scientific rationality in the educational sciences in order to promote critical attitudes in the actions of educators, contextualized in the social implications of the Pandemic, as well as in the conformation of a methodology of didactics based on the advances offered by Maturana Humberto, Morín Edgar, Acevedo José, Gordillo Mariano, Campanario Juan, and Herrerías José Ángel.