Characterizing a Culturally Sensitive Profile (CSP) in Biology Teaching: Subsidies to In-service science teachers for an intercultural science education
Intercultural science education faces challenges regarding the way in which the relationship between knowledge systems that are sometimes erased takes place, given the disparity that is presented in the classroom and specifically in teaching discourses. This article presents the results of qualitati...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Universidade Federal do Rio Grande do Sul (UFRGS) |
| Repositorio: | Revista Investigações em ensino de ciências |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.www.if.ufrgs.br:article/2972 |
| Acceso en línea: | https://ienci.if.ufrgs.br/index.php/ienci/article/view/2972 |
| Access Level: | acceso abierto |
| Palabra clave: | Compromissos Epistemológicos Diálogo Intercultural Dimensão Ontológica Educação Científica Intercultural Formação Continuada de Professores Epistemic Commitments Intercultural Dialogue Intercultural Science Education In-Service Teacher Training Ontological Dimension |
| Sumario: | Intercultural science education faces challenges regarding the way in which the relationship between knowledge systems that are sometimes erased takes place, given the disparity that is presented in the classroom and specifically in teaching discourses. This article presents the results of qualitative-interpretive research aimed at characterizing a culturally sensitive profile for the intercultural biology teaching with four (4) in-service science teachers working in two rural public schools in the municipality of Coração de Maria and the District of Retiro, Bahia, Brazil. Through an instrument of problem situations, focus group discussions, and semi-structured interviews, the teachers' answers were collected and the meanings of their positions on the different issues were interpreted and analyzed. From the categorization and analysis, it was possible to characterize a teacher profile facing cultural diversity from the identification of the teachers' commitments, characterized in three dimensions: epistemological, ontological, and ethical. Based on the results, it is expected that this type of research can offer a perspective on how teachers express their way of taking on the world, their relationship with knowledge, and how this directly influences their pedagogical practice in the process of teaching science in contexts of diversity cultural. |
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