Concepciones de profesores y profesoras sobre comunidades de práctica desde el contexto y la diversidad cultural

Abstract

The present investigation had as objective of analysis, the understanding of science teachers about a Community of Practice in science teaching, with a perspective of cultural diversity and the need to understand the practice located in specific cultural contexts, according to the ecoregion to which they belong. The study was of a narrative nature, based on the analysis of responses to eliciting situations. Six interviews were conducted. The findings were significant: recognize in the conceptions, the meanings and significances of the work in the group of teachers who work within an Intercultural Community of Practice. In the five dimensions worked on in the CoP_I ((a) origin and purpose; (b) relationships between traditional ecological knowledge and school scientific knowledge; (c) dynamics; (d) attitudes of teachers and (e) strategies), highlights the interaction between the dynamics of participation and development of collaborative work and the training of students of diverse cultural origin. On the other hand, in the analysis of Principal Components, which arise from the affirmations elaborated and applied in a Likert scale questionnaire, six conceptions about Intercultural Communities. of Practice are identified, in the same way the behavior of these conceptions in six ecoregions is analyzed. of Colombia, in culturally differentiated contexts