This study examines the thesis and dissertation proposals in science and art research, defended from 2004 to 2009 at the Bioscience and Health Teaching Graduate Program of the Oswaldo Cruz Institute/ Fiocruz. Using a “state of the art” framework, it identifies the creative power of the dialogue between those two great areas of human knowledge and its innovative possibilities for science education nowadays. The methodological approach was qualitative research of an interpretive nature. The following parameters were observed: intentional creation or appropriation of artistic or aesthetic expressions, as part of an interdisciplinary proposal for science education, and theoretical reflection on the dialogue between science and art. The conclusions point to a new discussion of the place and meaning of culture in Science Teaching and to the relevance of a graduate program in this field that includes the diversity of undergraduate formation as a characteristic of innovative proposals.