Currently, the inadequacy of the school environment to the social and cultural expectations of students is one of the obstacles to the teaching of science. The inclusion of social issues in the school curriculum is not an unprecedented concern as these themes have already been discussed and incorporated into the areas related to Social Sciences and Natural Sciences. Science classrooms can be recognized as communities characterized by distinct discursive practices geared toward engagement. In this context, we will emphasize here the relevance of Science Fiction (Sci-Fi) Films as a teaching strategy capable of contemplating the social and cultural aspects of the subjects of education, with the possibility of contributing to reflection and dialogue. Starting from the need to discuss socio-scientific questions on the school floor, we will highlight here the film Elysium from a brief bibliographical survey of academic works that relate the plot in the film with real-life situations, as well as an experience report "Cinema and Debate" with Elysium in a public school occupied by students during the strike, in 2016. This experience leads us to believe that Science Fiction articulated with a STS (Science, Technology and Society) approach is capable of problematizing the complex and controversial relationship between us and the environment in which we are integrated. In addition to enabling us to "look" beyond fiction in the denunciations represented in the discursive plots, mainly in situations involving inequalities.