On the basis of a theoretical study, the objective of this article is to analyze questions around the scientific rationality, with an indication of the potentialities of Toulmin’s model of argument that can subsidize the confrontation of the problem of scientific education practices landmarked of an absolute and neutral science. The use of this argumentative model is legitimated, mainly, with the possibility of refutation as a way of demonstrating that the theoretical knowledge is provisional conjectures. Thus, it is emphasized that any conception of science linked to the activity of isolated individuals in search of truth is not resonant even with social reality itself.