Educação científica do campo : compreendendo as implicações da diversidade cultural no trabalho pedagógico para a promoção do diálogo intercultural

Abstract

The main objective of this research was to discuss the implications of cultural diversity for the promotion of intercultural dialogue in scientific education in the countryside, which emerged from the following question: How has the area of Scientific Education and Rural Education been articulated in terms of approach to cultural diversity in pedagogical work and what are the possible implications for the characterization of intercultural dialogue in this context? The research report was organized in the format of a collection of articles, guided by three specific objectives, namely: to analyze the way in which the pedagogical work in science in school spaces has been characterized in journals in the area of education and teaching, in the socio-cultural dimensions. historical and epistemological about the cultural diversity of the field; to characterize epistemologically the conditions of possibility of establishing intercultural dialogue in scientific education in the countryside; understand the conditions of possibility for the establishment of intercultural dialogue from the narratives of science teachers from schools located in the countryside. In this study, it was possible to discuss and infer that the perception about the implications of the cultural diversity of the field in the teaching and learning process of science has been effective, although there is still a need for new studies that aim to discuss more deeply the relationships between teaching and learning. of science and reality in the cultural diversity scenario of the field, mainly when we deal with the relations between traditional/ancestral and scientific knowledge, the silencing and the inter-epistemic conflicts. With this in mind, another result that emerges from this study was the epistemological characterization of the conditions of possibility of establishing intercultural dialogue in scientific education in the field, through the approximation between the theories of Ludwig Fleck and Mikhail Bakhtin. From there, we present some philosophical aspects about intercultural dialogue, which in our view are supported by theoretical reflections that serve as a basis for the construction and development of pedagogical and didactic proposals that aim to break with the silencing of the voices of marginalized traditions in the classroom. through facing certain dilemmas that are imposed on a posture sensitive to cultural diversity. Finally, when analyzing the narratives of science teachers from schools located in the countryside, we found that in the face of the dialogue between different collectives of thought, there will always be room for negotiation of meanings, through the establishment of relationships of similarities and differences. In this process, it is natural that the feelings generated can give rise to conflicts, as there is no neutral dialogue, so we do not see that a conflict is necessarily unnecessary and unproductive in science classes, because from an intercultural mediation conducted by the teacher , it can gain contours with educational potential as long as they flee from absolutist, relativist or totalitarian positions. In scientific education in the countryside, this framework may favor the expansion of knowledge, dominating science to the point of knowing how to use it for their own benefit and for the societies where they live, contributing to scientific literacy and, therefore, to the autonomy of subjects in their own lives. decision-making and defense of their territories.