Abstract

A principle of abyssal thinking is that scientific knowledge is not equitably distributed. The university-school relationship may be read under this principle where there is a subject of knowledge (academic knowledge), and an object of knowledge (teachers and school knowledge). More specifically, we connect the problem of the (de)coloniality of power and knowledge with science education through a work of epistemic care. The case of CIDSTEM-PUCV is presented as an experimental center that challenges the traditional role of research by including the epistemic and cultural diversity that exists in schools and its communities. We reflect on the challenges of a decolonial and Latina science education capable of recognizing the plurality of knowledge with which it is related.