Abstract

MELO-BRITO, Nadenka Beatriz. Bridges in Science Teaching: A Commitment to Understand Research on the Relationships between Scientific School Knowledge and Traditional Ecological Knowledge. Rev. Fac. Cienc. Tecnol. [online]. 2017, n.42, pp.43-61. ISSN 0121-3814.

This reflection paper presents the category of bridges between knowledge as a way to facilitate the crossing of borders by students when they learn science. The relationship between teaching science, nature and culture are discussed, taking into consideration the epistemological postures of universalism, multiculturalism, epistemological pluralism and interculturality based on a documentary analysis surrounding the research question "What guidelines do we find in the research work on bridges between school scientific knowledge and traditional ecological knowledge in the teaching of science?" We identified two axes that make it possible to perform the analysis: the perspective of bridges as useful metaphors for compression and bridges as representations that participate in the elaboration of concepts. To conclude, we highlight bridges as a new approach to teaching science; as a metaphor, bridges also allow students to build the meanings manifested in the classroom in order to bring the contexts of the daily life of students closer to the learning of science. Finally, bridges between knowledge present a new approach immersed in the intercultural perspective, in which the dialogue based on argumentation places traditional ecological knowledge and scientific school knowledge at the same level.

Keywords : Scientific school knowledge; traditional ecological knowledge; bridges.

        · abstract in Spanish | Portuguese     · text in Spanish     · Spanish ( pdf )