| Summary: | Some studies in Science Education has been leaning on the ideas of Lev S. Vygotsky to discuss aspects like the language, the Zone of Proximal Development (ZPD) and the process of forming scientific concepts in the classroom, in different levels of teaching. In addition, there are researchers who share the view that the Marxist perspective bases both the ideas of Vygotsky and those of Freire, as far as the process of humanization is concerned, and seek to establish relations between these authors. In order to deepen these relations, the objective is to investigate theoretical articulations between the ideas of Freire and Vygotsky that can contribute in the elaboration and development of curricular programs in Science Education. For that, a study of the main works of Vygotsky and Freire used in Brazil science teaching was carried out, following Discursive Textual Analysis. Among the results, the theoretical relations established between Freire and Vygotsky stand out, namely: i) spontaneous concepts and codification; ii) scientific concepts and decoding and ii) problematization and ZPD. These relationships constitute analytical parameters to be considered in the planning and development of classroom activities, as well as in the organization of school programs, in which the starting point are situations of the subjects' experiences, marked by social contradictions and/or demands social structures, and the conceptual structures subordinated to these situations.
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