Questões sociocientíficas e o diálogo intercultural: um estudo colaborativo no contexto de comunidades tradicionais.

Abstract

Socio-scientific issues and interculturality in science teaching are the focus of this study. Science is generally perceived as the only form of valid knowledge, generating a superiority view, known as scientism, which diminishes the importance of other types of knowledge. It often happens when only scientific knowledge is seen in a classroom, and it is essential to include moments to promote intercultural dialogue between different types of knowledge, especially in traditional communities. Cultural diversity is inherent to the school environment, including different knowledge, so it is important to contextualize scientific knowledge with the sociocultural reality of students, with the inclusion of socio-scientific issues in teaching. However, there are challenges, mainly related to teacher training, making it difficult to implement this approach. This research has a multipaper approach, general objective of analyzing the viability of intercultural dialogue in Science Teaching in schools located in traditional communities, through a didactic sequence with a socio-scientific question aimed at their realities. To achieve this objective, we established the following specific objectives: investigate the relationship between socio-scientific issues and intercultural dialogue in the literature about the area; analyze a didactic sequence with a socio-scientific issue to promote intercultural dialogue; and evaluate the types of approaches (dialogical or authoritative) between the teacher and students during the application of a didactic sequence with SSQ. In the systematic review, we found that both themes were addressed in the articles analyzed, however, we did not find an explicit relationship between them. The similarities are mostly because they present, separately, difficulties and possibilities in their approach, in addition to teaching proposals that contribute to literature and can be used by other teachers in their pedagogical practices. We therefore see the need for additional studies integrating these approaches. Based on this understanding, we proposed the collaborative creation of a didactic sequence with a teacher, aiming to incorporate socio-scientific issues and promote intercultural dialogue in the context of traditional communities. Aware of the challenges involved, our intention was to contribute by helping the teacher to develop and implement the teaching sequence. During this process, we analyzed the sequence for intercultural dialogue, which allowed us to listen to and consider opinions from teachers and researchers in the area, including necessary adjustments to improve the proposal. After that, we proceeded to the application of the sequence to evaluate the approaches between the teacher and students during the process. We noticed that the didactic sequence with SSQ allowed intercultural dialogue and contributed with important reflections that tend to help teachers in their practices involving dialogues on controversial topics.