Concepciones de los profesores en formación inicial sobre la clasificación de los seres vivos desde una perspectiva decolonial: el caso de la licenciatura en biología de la Universidad Distrital Francisco José de Caldas y la Universidad Pedagógica Nacional (Bogotá - Colombia))

Abstract

This research focuses on exposing the perspectives present in the conceptions of undergraduate students in biology from two public universities in the city of Bogotá, to determine what visions the students have in relation to forms of knowledge different from European epistemologies. The central question of this research is: what are the conceptions of the professors in initial training about the classification of living beings from a decolonial perspective: the case of the degrees in Biology of the National Pedagogical University and the Universidad Distrital Francisco Jose de Caldas? The classification of living beings is the central theme of the research because it is a conceptual construction, which makes it a clear example of the cultural influence in its formation as knowledge. Different cultures create different ways of naming and organizing organisms based on their observations, this allows us to show the differences between traditional and Western constructs and their contributions to teacher training. To answer this question, three specific objectives were raised that seek to structure the theoreticalmethodological framework of the research (exploratory phase), which will later be articulated with the design, application, and analysis of an information collection instrument - Likert-type questionnaire -. The first objective investigates the theoretical and methodological bases that allow the study of the teachers' conceptions, for this purpose two Bibliographic Informational Mappings were carried out in which 6 approaches and fourteen thematic fields were identified that allowed to configure the theoretical-methodological perspective of this investigation. With the second objective, it is intended to establish dimensions that frame the study of the conceptions of teachers in initial training, three dimensions and seven nodes were structured, which, together with the approaches and thematic fields, allowed the creation and subsequent analysis of a Questionnaire of Multiple Weighting Likert Scale (CPM-SL). This questionnaire was applied to 175 undergraduate students in biology from the Universidad Pedagógica Nacional and the Universidad Distrital Francisco José de Caldas. Their responses were subjected to a Factor Analysis of Principal Components, which allowed the identification of seven conceptions, ranging from scientific perspectives to decolonial-intercultural perspectives. This opens the space for reflection on the conceptions of the teachers in training, as well as the role of the training processes of which these students are being part.