| Summary: | The general objective of this article is to present a brief review of the literature on a specific outline of the state of the art in relation to the presence of the theoretical framework of argumentation and critical thinking in science education. In the first part, a kind of prior mapping is carried out, available in some scientific articles of scientific education that use this tool. In this perspective, some specific case studies were selected by searching theCAPESjournals portal for exposure and discussion of their results regarding the uses of argumentation and its potential for learning in science. In a second step, a conceptual analysis of the importance and contribution is made, in scientific education and in the training of teachers, which the use of argumentation and critical thinking can bring to glimpse a learning based on the critical understanding of scientific themes. Although the scope of this review is quite limited, our analysis allows us to assume that the use of argumentation and critical thinking in science education constitutes a potential pedagogical strategy, that the literature endorses the possibility of using it both in basic education and in training of physics and science teachers, making learning content more meaningful and reflective.
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