Abstract

DUENAS-PORRAS, Yolanda  and  ARISTIZABAL-FUQUENE, Andrea. Ancestral Knowledge and Scientific Knowledge: Tensions and Identities for the Case of Gold in Colombia. Rev. Fac. Cienc. Tecnol. [online]. 2017, n.42, pp.25-42. ISSN 0121-3814.

This research experience arises from the need to consider the importance and usefulness of studying gold in the Field of Science Teaching within the educational context of teaching chemistry. The general purpose is to characterize the contributions of the identity heritage that may be established from the intercultural tension points between ancestral knowledge and the scientific knowledge on the case of gold in Colombia among middle school students. The research is qualitative in nature, and it follows the social-critical paradigm. It involved ten-grade students from a school in Bogotá, who took part in a number of purposeful activities developed through a didactic unit. The experiences were documented in video and audio, and the theory related to intercultural education, sociology of science, knowledge ecology, Epistemologies of the South, Heritage Teaching, and Science Teaching was considered for the analysis. The findings made it possible to identify in students the existence of internal and external intercultural tensions regarding the aspects of social events, western culture, ancestral knowledge and scientific knowledge, and their relationship with heritage identity levels: absent, latent, patent and extended for the case of gold.

Keywords : Gold; intercultural tensions; ancestral knowledge; scientific knowledge; teaching science.

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