A formação de professores de ciências com foco no diálogo com os conhecimentos bíblicos

Abstract

The present work presents the results of a qualitative research that had the general objective of investigating the possibilities of dialogue between biblical and scientific knowledge that we can establish within the scope of a course that focuses on the continuing education of teachers sensitive to cultural diversity. And from there, the following specific objectives were proposed: 1. contextualize the nature of scientific knowledge and biblical knowledge, emphasizing the importance of dialogue in teacher training for intercultural science teaching; 2. interpret the relationships that are presented by science teachers in relation to the ethnobiological knowledge present in the bible and the scientific ones. 3. Point out implications and propositions for science teaching that is sensitive to cultural diversity, including Christianity; 4. Evaluate didactic resources and sequences produced as the final work of a training course for science teachers sensitive to cultural diversity in order to see if there are signs of openness to dialogue between scientific knowledge and biblical knowledge in the materials produced. For that, we collected data in an optional component of the Graduate Program in Teaching, Philosophy and History of Science. Based on contextual constructivism, epistemological pluralism and intercultural dialogue, we realize that it is possible to establish a dialogue between biblical and scientific knowledge, since both are cultural and present relationships of similarities and/or differences that can be explored, but we must be attentive to investigation of biblical knowledge. We consider that there are limits related to the application of a teacher training course that promotes the inclusion of biblical knowledge for intercultural dialogue in science classrooms, as there are important barriers that influence pedagogical knowledge and practice, the theory and practice dimension . These are barriers that may be related to the initial training of science teachers and the worldviews of these professionals. We point out as a great challenge the continuity of new studies regarding the elaboration and promotion of teacher training courses that aim to combat scientism, considering that current societies are genuinely plural, including the contexts of classrooms, in which different modes of knowledge are present and can coexist, including biblical knowledge, as well as knowledge from religions other than Christianity. We argue that science teachers need to recognize the diversity of knowledge present in classrooms and seek to investigate and understand this knowledge for inclusion in the dialogue.