Uso de un modelo de superposición ontológica para promover el diálogo intercultural en la enseñanza de la biología
Using a model of ontological overlap to promote the intercultural dialogue in biology teaching
Published
2019-10-11
This paper shows the progress of a research, of a transdisciplinary nature with a qualitative approach, aimed at making use of a model of partial ontological overlap in the process of relating local and academic knowledge to promote intercultural dialogue in the teaching of Biology. The investigation was carried out with inhabitants (farmers) of different communities of the district of Retiro, Coração de María, Bahia; An approximation was made to the ethnoentomological knowledge of farmers in the region related to agricultural aspects. Some points of partial overlap were found between local and ecological academic knowledge, about the maintenance and care of a crop and the classification of insects of agricultural importance. In this way, the possibility of developing a position of epistemological criticism in relation to epistemological ethnocentrism and guiding activities in the teaching of science with an intercultural approach is envisaged; These two actions understood as a process of sensitivity towards cultural diversity, specifically in relation to teaching and learning biology.
Keywords:
Culturally Sensitive Profile, Inter-ontological dialogue, Science Teacher Training, Intercultural Science Teaching (en)
Diálogo interontológico, Formación de profesores de Ciencias, Enseñanza de las Ciencias Intercultural, Perfil Culturalmente Sensible (es)
Diálogo interontológico, Formación de profesores de Ciencias, Enseñanza de las Ciencias Intercultural, Perfil Culturalmente Sensible (es)
Agrawal, A. (1995). Dismantling the divide between in knowledge. Development and Change, 26, 413-439.
Allchin, D. (2015). Hooks, Lines and Sinkers. The American Biology Teacher Journal. Vol. 77 N° 9 Nov/Dec. pp. 718-720. ISSN 1938-4211.
Baptista, G.C.S. (2018). Tables of contextual cognition: a proposal for intercultural research in science education. Cultural Studies of Science Education. 13: 845, https://doi.org/10.1007/s11422-017-9807-3.
Baptista, G. S. C. y El-Hani, C.N. (2009). The contribution of ethnobiology to the construction of a dialogue between ways of knowing: a case study in a Brazilian public high school. Science & Education, 18, 1-18 p.
Bicker, A., Sillitoe, P., y Pottier, J. (2004). Development and local knowledge. Routledge.
Brown, J., Collins, A. y Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18 (1), 32-42.
Cobern, W. W. y Loving, C. C. (2001). Defining “Science” in a Multicultural World: Implications for Science Education. Science & Education, 85, 50-67, 2001.
Devetak, S; Glažar, A y Vogrinc, J. (2010). The Role of Qualitative Research in Science Education. Eurasia Journal of Mathematics, Science & Technology Education, 6 (1), 77-84.
El-Hani, C. N. y Mortimer, E. (2007). Multicultural education, pragmatism, and the goals of science teaching. Cultural Studies of Science Education, 2: 657–702, doi:10.1007/s11422-007-9064-y.
El-Hani, C. N. y Bandeira, F. P. S. F. (2008). Valuing Indigenous knowledge: To call it “science” will not help. Cultural Studies of Science Education, 3, 751-779.
Garibaldi, L et. Al. (2016). Mutually beneficial pollinator diversity and crop yield outcomes in small and large farms. Science, Vol 351, Issue 6271. https://doi.org/10.1126/science.aac7287.
Krippendorff, K. (2004). Content Analysis. An Introduction to its Methodology. SAGE, Publications. California. 422 p.
Lacey, H. (2009). The interplay of scientific activity, Worldviews and Value Outlooks. In: MATTHEWS, M. (org.) Science, Worldviews and Education. Springer. 191-212.
Lacey, H. (2015). Sistemas alimentar e agrícola para o futuro: ciência, emancipação e florescimento humano. Revista C&TS, vol.2, n.1, p.64.
Ludwig, D. (2016). Overlapping ontologies and Indigenous knowledge. From integration to ontological self-determination. Studies in History and Philosophy of Science. n. 59; 36-45p.
Magntorn, O & Hellden, G. (2006). Reading Nature-experienced teacher´s reflections on a teaching sequence in ecology: implications for future teacher training. NorDiNa, 5, pp. 67-81.
Marques, J. G. W. (2001). Pescando Pescadores. 2ª Ed., São Paulo: NUPAUBUSP.
Molina-Andrade, A. (2017). Algunas aproximaciones a una perspectiva intercultural: Entre discursos generales de la educación y específicos centrados en la naturaleza de lo que se quiere enseñar. Tecné Episteme Y Didaxis TED, (42) https://doi.org/10.17227/01203916.6971.
Molina, A. et al. (2014). Concepciones de los profesores sobre el fenómeno de la diversidad cultural y sus implicaciones en la enseñanza de las ciencias. Serie Grupos, N°6, Doctorado Interinstitucional en Educación, Universidad Distrital Francisco José de Caldas.
Poli, R. (1996). Ontology for knowledge organization. In R. Green (Ed.), Knowledge organization and change: Proceedings of the fourth international ISKO conference, 15–18 July 1996 (pp. 313–319). Washington, DC, USA: Indeks Verlag, Frankfurt/Main, Germany.
Potts, Imperatriz-Fonseca & Ngo, (2016). Safeguarding pollinators and their values to human well-being. Nature. 540 (7632): 220-229. doi: 10.1038/nature20588.
Robles-Piñeros, J; Baptista, G.C.S; e Costa-Neto, E. M. (2018). Uso de desenhos como ferramenta para investigação das concepções de estudantes agricultores sobre a relação inseto-planta e diálogo intercultural. Revista IENCI Investigações em Ensino de Ciências. v.23, n.2, p. 159-171. DOI: http://dx.doi.org/10.22600/1518-8795.ienci2018v23n2p159
Robles-Piñeros, J; Barboza, A. C. M. y Baptista, G. C. S. (2017). Representaciones culturales en la enseñanza de las ciencias. una respuesta con base en las opiniones de estudiantes de licenciatura en biología. Revista Bio-grafía Escritos sobre la Biología y su enseñanza. v. 10, n.18 Ene-jun.
Valderrama-Perez, D; Molina, A. y El-Hani, C. (2017). Contribuições teóricas e metodológicas para o estudo do diálogo entre conhecimentos tradicionais e conhecimentos científicos escolares. Anais do XI Encontro Nacional de Pesquisa em Educação em Ciências – XI ENPEC. Universidade Federal de Santa Catarina, Florianópolis, SC.
Matthews, M. R. (2014). The rapprochement between history, philosophy, and science education. In: Science Teaching: The Contribution of History and Philosophy of Science. 20th Anniversary Revised and Expanded Edition (pp. 1-22). New York: Routledge.
Wezel, A; Casagrande, M; Celette, F et. Al. (2014). Agroecological practices for sustainable agriculture. A review. Agronomy for Sustainable Development, Springer Verlag/EDP Sciences/INRA, 34 (1), pp.1-20.
Whyte, K. (2013). On the role of traditional ecological knowledge as a collaborative concept: A philosophical study. Ecological processes, 2, 1-12.
Allchin, D. (2015). Hooks, Lines and Sinkers. The American Biology Teacher Journal. Vol. 77 N° 9 Nov/Dec. pp. 718-720. ISSN 1938-4211.
Baptista, G.C.S. (2018). Tables of contextual cognition: a proposal for intercultural research in science education. Cultural Studies of Science Education. 13: 845, https://doi.org/10.1007/s11422-017-9807-3.
Baptista, G. S. C. y El-Hani, C.N. (2009). The contribution of ethnobiology to the construction of a dialogue between ways of knowing: a case study in a Brazilian public high school. Science & Education, 18, 1-18 p.
Bicker, A., Sillitoe, P., y Pottier, J. (2004). Development and local knowledge. Routledge.
Brown, J., Collins, A. y Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18 (1), 32-42.
Cobern, W. W. y Loving, C. C. (2001). Defining “Science” in a Multicultural World: Implications for Science Education. Science & Education, 85, 50-67, 2001.
Devetak, S; Glažar, A y Vogrinc, J. (2010). The Role of Qualitative Research in Science Education. Eurasia Journal of Mathematics, Science & Technology Education, 6 (1), 77-84.
El-Hani, C. N. y Mortimer, E. (2007). Multicultural education, pragmatism, and the goals of science teaching. Cultural Studies of Science Education, 2: 657–702, doi:10.1007/s11422-007-9064-y.
El-Hani, C. N. y Bandeira, F. P. S. F. (2008). Valuing Indigenous knowledge: To call it “science” will not help. Cultural Studies of Science Education, 3, 751-779.
Garibaldi, L et. Al. (2016). Mutually beneficial pollinator diversity and crop yield outcomes in small and large farms. Science, Vol 351, Issue 6271. https://doi.org/10.1126/science.aac7287.
Krippendorff, K. (2004). Content Analysis. An Introduction to its Methodology. SAGE, Publications. California. 422 p.
Lacey, H. (2009). The interplay of scientific activity, Worldviews and Value Outlooks. In: MATTHEWS, M. (org.) Science, Worldviews and Education. Springer. 191-212.
Lacey, H. (2015). Sistemas alimentar e agrícola para o futuro: ciência, emancipação e florescimento humano. Revista C&TS, vol.2, n.1, p.64.
Ludwig, D. (2016). Overlapping ontologies and Indigenous knowledge. From integration to ontological self-determination. Studies in History and Philosophy of Science. n. 59; 36-45p.
Magntorn, O & Hellden, G. (2006). Reading Nature-experienced teacher´s reflections on a teaching sequence in ecology: implications for future teacher training. NorDiNa, 5, pp. 67-81.
Marques, J. G. W. (2001). Pescando Pescadores. 2ª Ed., São Paulo: NUPAUBUSP.
Molina-Andrade, A. (2017). Algunas aproximaciones a una perspectiva intercultural: Entre discursos generales de la educación y específicos centrados en la naturaleza de lo que se quiere enseñar. Tecné Episteme Y Didaxis TED, (42) https://doi.org/10.17227/01203916.6971.
Molina, A. et al. (2014). Concepciones de los profesores sobre el fenómeno de la diversidad cultural y sus implicaciones en la enseñanza de las ciencias. Serie Grupos, N°6, Doctorado Interinstitucional en Educación, Universidad Distrital Francisco José de Caldas.
Poli, R. (1996). Ontology for knowledge organization. In R. Green (Ed.), Knowledge organization and change: Proceedings of the fourth international ISKO conference, 15–18 July 1996 (pp. 313–319). Washington, DC, USA: Indeks Verlag, Frankfurt/Main, Germany.
Potts, Imperatriz-Fonseca & Ngo, (2016). Safeguarding pollinators and their values to human well-being. Nature. 540 (7632): 220-229. doi: 10.1038/nature20588.
Robles-Piñeros, J; Baptista, G.C.S; e Costa-Neto, E. M. (2018). Uso de desenhos como ferramenta para investigação das concepções de estudantes agricultores sobre a relação inseto-planta e diálogo intercultural. Revista IENCI Investigações em Ensino de Ciências. v.23, n.2, p. 159-171. DOI: http://dx.doi.org/10.22600/1518-8795.ienci2018v23n2p159
Robles-Piñeros, J; Barboza, A. C. M. y Baptista, G. C. S. (2017). Representaciones culturales en la enseñanza de las ciencias. una respuesta con base en las opiniones de estudiantes de licenciatura en biología. Revista Bio-grafía Escritos sobre la Biología y su enseñanza. v. 10, n.18 Ene-jun.
Valderrama-Perez, D; Molina, A. y El-Hani, C. (2017). Contribuições teóricas e metodológicas para o estudo do diálogo entre conhecimentos tradicionais e conhecimentos científicos escolares. Anais do XI Encontro Nacional de Pesquisa em Educação em Ciências – XI ENPEC. Universidade Federal de Santa Catarina, Florianópolis, SC.
Matthews, M. R. (2014). The rapprochement between history, philosophy, and science education. In: Science Teaching: The Contribution of History and Philosophy of Science. 20th Anniversary Revised and Expanded Edition (pp. 1-22). New York: Routledge.
Wezel, A; Casagrande, M; Celette, F et. Al. (2014). Agroecological practices for sustainable agriculture. A review. Agronomy for Sustainable Development, Springer Verlag/EDP Sciences/INRA, 34 (1), pp.1-20.
Whyte, K. (2013). On the role of traditional ecological knowledge as a collaborative concept: A philosophical study. Ecological processes, 2, 1-12.
APA
Robles-Piñeros, J., Nobre, I. N., Baptista, G. . and Molina, A. . (2019). Uso de un modelo de superposición ontológica para promover el diálogo intercultural en la enseñanza de la biología. Bio-grafía, 1586–1595. https://revistas.pedagogica.edu.co/index.php/bio-grafia/article/view/11114
ACM
[1]
Robles-Piñeros, J., Nobre, I.N., Baptista, G. and Molina, A. 2019. Uso de un modelo de superposición ontológica para promover el diálogo intercultural en la enseñanza de la biología. Bio-grafía. (Oct. 2019), 1586–1595.
ACS
(1)
Robles-Piñeros, J.; Nobre, I. N.; Baptista, G. .; Molina, A. . Uso de un modelo de superposición ontológica para promover el diálogo intercultural en la enseñanza de la biología. Bio-grafía 2019, 1586-1595.
ABNT
ROBLES-PIÑEROS, J.; NOBRE, I. N.; BAPTISTA, G. .; MOLINA, A. . Uso de un modelo de superposición ontológica para promover el diálogo intercultural en la enseñanza de la biología. Bio-grafía, [S. l.], p. 1586–1595, 2019. Disponível em: https://revistas.pedagogica.edu.co/index.php/bio-grafia/article/view/11114. Acesso em: 10 may. 2024.
Chicago
Robles-Piñeros, Jairo, Indira Nobre Nobre, Geilsa Baptista, and Adela Molina. 2019. “Uso de un modelo de superposición ontológica para promover el diálogo intercultural en la enseñanza de la biología”. Bio-grafía, October, 1586-95. https://revistas.pedagogica.edu.co/index.php/bio-grafia/article/view/11114.
Harvard
Robles-Piñeros, J., Nobre, I. N., Baptista, G. . and Molina, A. . (2019) “Uso de un modelo de superposición ontológica para promover el diálogo intercultural en la enseñanza de la biología”, Bio-grafía, pp. 1586–1595. Available at: https://revistas.pedagogica.edu.co/index.php/bio-grafia/article/view/11114 (Accessed: 10 May 2024).
IEEE
[1]
J. Robles-Piñeros, I. N. Nobre, G. . Baptista, and A. . Molina, “Uso de un modelo de superposición ontológica para promover el diálogo intercultural en la enseñanza de la biología”, Bio-grafía, pp. 1586–1595, Oct. 2019.
MLA
Robles-Piñeros, J., I. N. Nobre, G. . Baptista, and A. . Molina. “Uso de un modelo de superposición ontológica para promover el diálogo intercultural en la enseñanza de la biología”. Bio-grafía, Oct. 2019, pp. 1586-95, https://revistas.pedagogica.edu.co/index.php/bio-grafia/article/view/11114.
Turabian
Robles-Piñeros, Jairo, Indira Nobre Nobre, Geilsa Baptista, and Adela Molina. “Uso de un modelo de superposición ontológica para promover el diálogo intercultural en la enseñanza de la biología”. Bio-grafía (October 11, 2019): 1586–1595. Accessed May 10, 2024. https://revistas.pedagogica.edu.co/index.php/bio-grafia/article/view/11114.
Vancouver
1.
Robles-Piñeros J, Nobre IN, Baptista G, Molina A. Uso de un modelo de superposición ontológica para promover el diálogo intercultural en la enseñanza de la biología. Bio-grafía [Internet]. 2019 Oct. 11 [cited 2024 May 10];:1586-95. Available from: https://revistas.pedagogica.edu.co/index.php/bio-grafia/article/view/11114
Download Citation
Visitas
528
Downloads
Download data is not yet available.
License
All articles must be original and unpublished. The submission of an article for publication implies that the author has given his/her consent for the article to be reproduced at any time and in any form which the Bio-grafía journal deems appropriate. Articles are the sole responsibility of the authors and are not necessarily representative of the view of the journal, nor of the editor of the journal. The reception of an article will not imply any commitment of the Bio-grafía journal for its publication. However, if accepted, the authors will transfer their patrimonial rights to the Universidad Pedagógica Nacional for the pertinent purposes of reproduction, edition, distribution, exhibition and communication in Colombia and outside of this country by printed, electronic, CD ROM, Internet or any other means known or to be known. Legal matters which may arise following the release of materials in the journal are the complete responsibility of the authors. Any article of this journal can be used and quoted as long as it is properly referenced.
