Resumo

BAPTISTA, Geilsa Costa Santos. An ethnobiological approach to science teacher education that is sensitive to cultural diversity: a case study. Ciência educ. [online]. 2015, vol.21, n.3, pp.585-603. ISSN 1516-7313.  https://doi.org/10.1590/1516-731320150030005.

We present results of a survey that aimed to identify how ethnobiology - science that studies the many relationships between human beings and the natural world - can contribute to the formation of science teacher who is sensitive to cultural diversity. Semi-structured interviews were conducted with nine Biology teachers from public schools in State of Bahia, before and after their participation in a continuing training course addressing ethnobiology and its contribution to science education. The analyses were based on the comparison of the responses, and revealed some changes in conceptions of the teachers after the course. We concluded that ethnobiology could contribute to the formation of science teachers in the way that the course involving this science has generated opportunities for teachers to reflect on their teaching practices being able to offer them new understandings with respect to cultural diversity.

Palavras-chave : Ethnobiology; Teachers' training; Science education; Intercutural dialogue.

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