Pode um(a) decolonial defender a ciência e seu ensino? Não só pode, como deve!

The purpose of this work is to build and propose arguments in favor of defending science from decolonial perspectives, thinking about scientific education committed to overcoming the legacies and impacts of colonization and coloniality. We present the concept of decoloniality and the relationships that have been built in this movement with science in scientific education, building reflections on the distrust in science that is limited to decolonial studies, tending to value knowledge other than that of “science Modern". Based on data on scientific education in Brazil, we show that coloniality in public education has manifested itself more in the denial of access to scientific knowledge than in guaranteeing quality learning in science by colonized peoples. We argue that fighting against colonial violence and building processes of emancipation against the oppressions of colonization and coloniality in scientific education must necessarily involve the explicit and engaged defense of science, perceiving it as an ally and indispensable in the struggle, and not just as the problem that we have to overcome, debate, replace or decentralize.