Science Education and Cultural Diversity: Freire's Concept of Dialogue as Theoretical Lens to Study the Classroom Discourse of Science Teachers

Autor/inn/en	Peñaloza, Gonzalo; Robles-Piñeros, Jairo; Baptista, Geilsa Costa Santos
Titel	Science Education and Cultural Diversity: Freire's Concept of Dialogue as Theoretical Lens to Study the Classroom Discourse of Science Teachers
Quelle	In: Cultural Studies of Science Education, 18 (2023) 1, S.95-114 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-023-10158-3
Schlagwörter	Science Education; Cultural Pluralism; Educational History; Educational Philosophy; Hermeneutics; Intercultural Communication; Indigenous Knowledge; Teaching Methods; Learning Processes; Teacher Attitudes; Scientific Concepts; Dialogs (Language); Foreign Countries; Cross Cultural Studies; Science Teachers; Classroom Communication; Brazil; Colombia + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Kulturpluralismus; History of education; Bildungsgeschichte; Bildungsphilosophie; Erziehungsphilosophie; Hermeneutik; Interkulturelle Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Lehrerverhalten; Dialog; Dialogs; Dialogue; Dialogues; Ausland; Cultural comparison; Kulturvergleich; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Klassengespräch; Brasilien; Kolumbien
Abstract	For a long time within the history of education, it has been assumed that science classrooms are homogeneous spaces, constituted with the prevailing conception that only scientific culture can be represented. At the same time, Latin America is characterized by being a region with enormous biological and cultural diversity, with an invaluable biocultural heritage. Building on an interpretative hermeneutical analysis of science teachers' discourses from Brazil and Colombia, we explore the potential of science education to engage with the cultural diversity in science classrooms through the lens of Freire's concept of dialogue. Developing the concept of intercultural dialogue, we identify the teachers' conceptions about the nature of science (NOS), and how they perceive the relationship between scientific and nonscientific knowledge that students bring with them in the process of science teaching and learning. This approach denotes potential tensions and challenges to incorporating and interpreting different knowledge, but it is a necessary process in the development of an emancipatory intercultural, non-dualist, nonhierarchical education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01