La construcción del conocimiento escolar sobre biodiversidad : una oportunidad para articular el conocimiento de los líderes sociales y contribuir en el fortalecimiento de ciudadanías

Abstract

School knowledge is constructed by characterizing it from its dimensions: contents (conceptual, procedural and attitudinal), sources and selection criteria, epistemological referents, validity criteria and purposes. This is done by interpreting the results from the hypothesis of progression where three transition levels are established, which are: "Initial stage of school knowledge", "I approach school knowledge" and "The ideal of school knowledge". Thus, we contribute to the construction of school knowledge by articulating the school research strategy through the didactic unit "Investigating my big house and its variety of lives" which is designed and implemented based on the knowledge about biodiversity in Colombia by social leaders such as Francia Marquez, Libia Grueso, Isabel Zuleta, Guillermo Mosquera; among others, approaching the construction of intercultural citizenship by recognizing the identity and social fabric of ethnic cultural groups (indigenous, peasants and Afro-Colombians) in Colombia. According to Morais (2013), citizenship should encompass diverse forms of identification between people and their social groups with a sense of collective belonging that derives from movements of struggles, negotiations or approximations on the concept, and should be expressed in its practical and also symbolic domain. In this scenario, it is possible to highlight that science education can be articulated with the knowledge and realities that social leaders in Colombia experience on a daily basis.