Concepciones y prácticas de profesores de ciencias en formación inicial, en relación al enfoque intercultural en la enseñanza de las ciencias: Un estudio en el contexto colombiano
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Colombia, as well as the countries of Abya Yala (America) represents multi-ethnic and multicultural societies. Therefore, cultural diversity, the heterogeneity of knowledge and practices from different backgrounds is evident. According to Article 67 of the political constitution, education in Colombia is a right and a public service that has a social function; with it, access to knowledge and other assets and values of culture are sought. Consequently, Law 30 of 1992 states in Article 2, that higher education is a public cultural service, inherent to the social purpose of the state, Therefore, it corresponds to this to ensure its quality and the fulfillment of its purposes. In the document Colombian System for the Training of Educators and Policy Guidelines (2013; p. 56), the Ministry of National Education proposes as fundamental principles in the training of educators, diversity and interculturality. Given the above, it is important to conduct research that addresses how these principles have been articulated in the degree programs.
The present research starts from the question: what are the conceptions and practices of science teachers in initial training, in relation to the intercultural approach in science teaching?. In the objectives, a documentary study is proposed that accounts for the conceptual development of the intercultural approach in the teaching of science and its implications in teacher training, and also seeks to analyze different conceptions and practices in relation to the intercultural approach in teaching the sciences, present in science professors in initial formation linked to the teaching practice of nine degree programs, belonging to public universities in Colombia. On the other hand, it is proposed to establish some considerations for an initial training curriculum for science teachers from an intercultural approach
The methodological approach is qualitative and takes into account the epistemology of the known subject and the epistemology of the cognitive subject (Vasilaches, 2009), and also integrates the collective case study Stake (1999) and Creswell (2005). As techniques for collecting information, it was considered a semi-structured collective interview, an individual and in-depth interview constructed from eight situations in context, a class observation sheet, some curricular documents designed and implemented by teachers in initial training within the framework of its pedagogical practice, as well as the master documents for obtaining the qualified record or high quality accreditation of the nine programs. From the triangulation of instruments and content analysis, the categories were defined.
The research report is organized in eight chapters; each of them answers different questions, contributing to achieving the proposed objectives. The document presents a current approach to research that addresses the teaching of science and the training of science teachers from an intercultural approach, presenting relevant conclusions in this field. It also addresses a conceptual context that is nurtured throughout the document, which allows analyzing five models of conceptions of science teachers in initial training about the intercultural approach in science education and five models of conceptions present in the curricular proposals of Nine degree programs and in science teachers in initial training about the intercultural approach in teacher training, the pedagogical practices of science teachers in initial training and their relationship with the intercultural approach are also explained through four categories. Considering the above, some guidelines are proposed for the design and implementation of an intercultural curriculum for the initial training of science teachers, taking into account the epistemological perspective, the principles, foundations, strategies and purposes. In conclusion, some relevant final reflections are raised, which arise from the issues addressed in each chapter.
The theoretical and methodological issues proposed in this research are intended to be applicable in various educational contexts of cultural diversity, promoting among other aspects: decolonization and democratization of knowledge, as well as the possibility of going from scientism to an intercultural science teaching. The intercultural approach, seen from the epistemologies of the south, contemplates the ecology of knowledge and the possibility of crossing cultural boundaries, through dialogue between different epistemes, worldviews and practices. Consequently, it is suggested to establish relations between ancestral, traditional and local knowledge with scholarly scientific knowledge, understanding science as a social construction, which presents particular meanings for each cultural group, which can be put into dialogue at school.