Concepciones de puentes y validez entre conocimientos : estudio en profesores del distrito capital

Abstract

This research arises from the need to recognize, interpret, and characterize DC teachers' conceptions of the relationship between local traditional knowledge (CLT) and school science knowledge (CCE) and the validity of the validity of teachers and professors who confer such knowledge. The methodology presented a mixed approach which included three stages: (a) Exploration stage; (b) Systematization stage and; (c) Stage of analysis and conceptual contributions. A scale such as 330 natural science teachers from the Capital District was applied. In the analysis phase, three perspectives of knowledge validity are recognized: Scientific Vertical (> CCE), Horizontal (CCE = CLT) and Traditional Vertical (> CLT). In relation to the conceptions, the affirmations were grouped, creating convergences and communalities, generating three components that are configured in the analysis as the Exclusionary, Humanist and Sociocultural Conceptions.