This article shows some reflections about the scientific litera cy process in practical work at a science club. The question that motivat ed the research was: What kind of intervention articulates the scientific literacy and the reality? The perspective of this work was based in Latour's concept of inscription and a non-modern ethnographic perspective. The analysis happened in two stages: A) a description considering that the effect of a visual exhibition as direct inscription, keeps the nature and knowledge conceptions separate; B) by considering the interventions that are articulated as inscriptions to enable a specific scientific knowledge. We finalize the article proposing that the reality exists when the inscription makes inseparable the means that produce from what is produced, according to a particular way.
Scientific literacy; inscription; science club