The paper provides a systematic theoretical analysis of the main visions of the concept of scientific literacy developed in the last 20 years. It is described as a transition from a transmissive educational vision of scientific literacy (Vision-I) to a transformative vision (Vision-III), with a stronger engagement with social participation and emancipation. Using conceptual tools from sociology and the philosophy of education, the notions of science participation and emancipation associated with transformative Vision-III are critically analyzed in order to draw attention to the growing need to define them with greater accuracy as key conceptual components of scientific literacy. Without such an approach, it will be difficult for science education to materialize and consolidate educational actions that are pedagogically sound, culturally and socially sensitive, and coherent with the social transformation of the diverse conditions of oppression. It is concluded that Vision-III should include both a broad conception of participation, which makes visible the invisible and informal acts performed by diverse groups to build society, and an alternative notion of emancipation committed to liberation.

本文对过去 20 年发展起来的科学素养概念的主要愿景进行了系统的理论分析。它被描述为从科学素养的传播式教育愿景（愿景-I）到变革性愿景（愿景-III）的转变，与社会参与和解放有更紧密的联系。使用来自社会学和教育哲学的概念工具，批判性地分析与变革性愿景 III 相关的科学参与和解放的概念，以引起人们对将其更准确地定义为科学素养的关键概念组成部分的日益增长的需求。如果没有这种方法，科学教育将难以实现和巩固教学上合理的教育行动，具有文化和社会敏感性，并与各种压迫条件的社会转型相一致。得出的结论是，愿景-III 应该包括广泛的参与概念，这使得不同群体为建设社会而进行的无形和非正式行为变得可见，以及致力于解放的另一种解放概念。