Resumo

BAPTISTA, Geilsa Costa Santos. Importância da demarcação de saberes no ensino de ciências para sociedades tradicionais. Ciência educ. [online]. 2010, vol.16, n.03, pp.679-694. ISSN 1516-7313.

This article is theoretical showing the importance of the demarcation of knowledge in science teaching in traditional societies. It is based on the central arguments of Constructivism and Contextual Epistemological Pluralism. Before this, however, it points out some basic concepts (culture, science and traditional knowledge) and briefly discusses the history of science teaching in Brazil and its relation to cultural diversity. The demarcation of knowledge in science teaching in traditional societies enables students to understand that there are other ways of explaining nature, besides those that are part of their daily lives. Thus, students will have their visions of nature enlarged and can apply the knowledge they have at their disposal in times that are appropriate, thus contributing to the respect and maintenance of traditional knowledge.

Palavras-chave : Scientific Knowledges; Traditional Knowledges; Knowledges Demarcation; Contextual Constructivism; Epistemological Pluralism.

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