Caracterización de experiencias y propuestas en torno a la enseñanza de las ciencias con enfoque intercultural en el contexto colombiano

Abstract

In this research, the characterization of the experiences and proposals regarding Science Teaching with an intercultural approach in the Colombian context was carried out, with the purpose of achieving a much broader vision and understanding of the relationship between diversity and cultural difference in Science Teaching. The research methodology is qualitative and was framed in the interpretive paradigm, with a documentary perspective, using a literature review strategy with a total of 63 documents from articles published in different magazines and reports that constituted the corpus of the research. The methodological design was developed in several phases for the intercultural characterization of the experiences and thus advance knowledge in the educational field. To collect the information, the Informational Bibliographic Mapping technique was used, with which an Excel matrix was generated that made it possible to carry out an inventory of the analysis documents and extract relevant information for the classification of the educational experiences and proposals studied. This first analysis yielded 3 approaches and 10 thematic fields. The focus with the highest percentage found was context and the thematic field environmental care; In addition, other characteristics of the experiences and proposals analyzed that relate interculturality and Science Teaching were identified, for which an analysis grid composed of 4 dimensions was constructed, the systematization and analysis was carried out using the NVIVO® software and the content analysis technique. The dimensions of the grid are composed of: (a) The Border and Contact Zones dimension, which highlights the rapprochement between cultures that generates spaces for participation and communication of the various communities with the school, specifically with science classes; (b) Dimension Conceptions and World Visions, in which the context was emphasized as an interpretive construct that highlights the importance of taking it into account in the teaching-learning processes of science; (c) The dimension Relationships between Knowledge Systems shows a tendency to maintain a symmetrical relationship between traditional local knowledge and school scientific knowledge, which establishes a complementary relationship between them for the construction of new senses and meanings and; (d) In the Cultural Conflicts dimension, the case of the production and exchange of values, conflicts and creations in Science Education and the promotion of values related to identity, life, the environment, for personal, social and cultural. The dimension that was emphasized the most was cultural conflicts, while the dimension that was least developed was that of conceptions and worldviews.