Intercultural Education and Dialogue between Knowledge Systems in Science Teaching Basic Education: A Systematized Literature Review
DOI:
https://doi.org/10.22600/1518-8795.ienci/2026v31n1p01Keywords:
Dialogue between knowledge systems, Basic education, Interculturality, Teaching practices, Systematized reviewAbstract
This paper reports the results of a systematized review on intercultural education and dialogue between distinct knowledge systems in science teaching in basic education. The goal was to analyze experiences associated with interculturality, critically reflecting upon the potentialities and challenges related to praxis. The corpus of works was obtained through active search in the following bases in the period 2011-2020: SciELO and ERIC, as well as in important Brazilian journals in the area of science education research not indexed in those bases: RBPEC and IENCI. Among the challenges, the works pointed out the frequent lack of consideration for cultural diversity in compulsory school curricula, the overload of science contents to be covered in basic education, the lack of teachers’ access to a diversity of ways of knowing, teachers’ work overload, and the absence of appropriate teaching materials. Among the most cited justifications, we find the facilitation of science learning, the deconstruction of scientism, the promotion of equal rights, and the addressing of environmental issues. Based on the findings of the study, we indicate possibilities of action that provide guidelines for creating proposals for intercultural education that stimulate practices to work with the diversity of knowledge systems in natural sciences classrooms.References
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