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This text discusses decoloniality in a science club based on the analysis of the questionnaire applied to the monitors, was verified how they classify the science that is made in this place, the use of materials and the agreement on the use of these materials in experiments scientific research carried out in this educational place. The qualitative approach methodology aims to analyze the content obtained in the questionnaire with monitors and diagnose whether decoloniality is present in doing science through the Investigative Teaching Sequence - ITS. The text presents a discussion about the concepts of decoloniality in educational practices and in making science, doing science through investigative teaching in the science club. The results indicate that the scientific initiation activities carried out in the club differ from doing science, based on the Eurocentric model. And so, it is concluded that the study proved that there is decoloniality present in ITS in the science club.

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The Scientific Literacy (SL) must develop the individual's ability to organize a logical thinking, besides helping to build a critical consciousness about the world around them. Thereby, this text has a goal to analyze evidence of Scientific Literacy during an Investigative Teaching Sequence (ITS) held at a Science Club in the Amazon. The methodology has the qualitative approach with participant research characteristic. The results showed that it is possible to perceive signs of SL from an ITS activity in this space, for that, it turned to the theoretical framework to give meaning to the interpretation. Therefore, as a conclusion, it was possible to perceive that SL in many moments it’s close to ITS, since it related the seven stages of the process in a subjective way, inferring that during this process there were elements that allowed to relate to Scientific Literacy, mostly when it’s considered the promotion of argumentation as a determining element of this process.