Dialogue between Scientific and Traditional Knowledge in the Science Classroom: Development Study of a Teaching Sequence in a School in Taganga (Magdalena, Colombia)

摘要: Abstract In this research we approach the particular realities of schools located at fisherman and tourist village Taganga (Santa Marta, Colombia) with intention fostering investigating inclusion fishermen's traditional knowledge in science classrooms through a teaching sequence. Two intercultural education initiatives: “teaching as bridge between scientific school ecological knowledge” “culturally-sensitive education” were placed dialogue for process. order to inquire into necessary conditions consolidate sequence an intervention prototype was developed “seasons year” unit elementary school, collaboration local teachers, fishermen woman. Then it implemented by teacher third grade classroom (involving 8-9 years old students). Based on observations during implementation, discourse analysis interactions, semantic interpretations students’ narratives, our suggests that may be explicitly designed assist teachers getting involved dialogues different ways knowing and, also, promoting awareness recognition systems. This demand guidelines design confronting arguments looking complementarities arguments, well enriching value criteria used class ideas concepts.