Diálogo entre conocimientos científicos escolares y conocimientos locales tradicionales, diversidad y diferencia cultural : una experiencia de aula en torno al agua a través de las actividades totalidad abiertas (ATAS)

Abstract

This document includes the research “Dialogue between scholarly scientific knowledge and traditional local knowledge, diversity and cultural difference: a classroom experience around water through fully open activities (ATAS)” and asks what kind of approaches There is between Cultural Scientific Knowledge (CCE) and Local Traditional Knowledge (CTL) Cultural diversity and difference, when water is approached as a corpus in the natural sciences class through Open Totality Activities (ATAS) ?; Due to the fact that today there is a need to generate new forms of teaching in the natural sciences that recognize the multicultural nature of classrooms. Therefore, this research has the general objective of understanding the relationships between local traditional knowledge and school scientists, diversity and cultural difference around water as a corpus, in the elementary natural science class. The methodology is qualitative from a type of interpretive study, because it seeks to describe and then understand a phenomenon in a certain cultural context. Six value criteria are established (Venegas, 2012) that made it possible to identify children's ideas about water; To conclude, these dialogues between knowledge are established through the implementation of the Totally Open Activities ATAs in the classroom with second-grade students from the Unified Germany educational institution, yielding narratives that were interpreted and analyzed to contribute to science education natural.