This paper discusses how Black feminist epistemologies and decolonial practices can reconfigure science communication, transforming it into a space of resistance, reconstruction, and cognitive justice. Based on a qualitative approach and a critical literature review, the study examines how these critical perspectives challenge traditional models of knowledge production and circulation, historically shaped by exclusions of race, gender, and class. Black feminist epistemologies, by valuing subjectivity, orality, ancestry, and lived experience, propose a new school of epistemic knowledge, while decolonial practices question the coloniality of knowledge and foster the legitimacy of plural ways of knowing. The analysis of Brazilian, Latin American, and African initiatives highlights the transformative potential of science communication when anchored in intersectional and collective perspectives. The study concludes that, by incorporating historically marginalized voices, science ceases to be a neutral field and becomes a political, plural, and emancipatory territory.