Abstract

ZOMPERO, Andreia de Freitas et al. THE RECONTEXTUALIZATION OF BIODIVERSITY DISCOURSE IN A TRAINING COURSE FOR SCIENCE TEACHERS. Ens. Pesqui. Educ. Ciênc. [online]. 2022, vol.24, e39681.  Epub Nov 20, 2022. ISSN 1983-2117.  https://doi.org/10.1590/1983-21172022240131.

The objective of this study was to identify and characterize the epistemic practices regarding the Production, Communication and Evaluation of scientific knowledge established in the official curricula proposals of teaching in Brazil, Chile, and Colombia. It is a qualitative and documentary research. Curriculum documents from the Natural Sciences area of the three countries were analyzed. The documents show that there is a greater number of epistemic practices associated with the social dimension of knowledge Production, followed by Communication and Evaluation of knowledge. In Brazil, the predominant epistemic practices are problematizing, concluding, and using representational language. In Chile, planning the research, articulating observations to the concepts, and presenting their own ideas prevail. In Colombia, the use of representational language predominates. We consider that the orientations present in the normative documents implications for the training of students in what refers to scientific training

Keywords : Science education; scientific knowledge; epistemic practices; curriculum documents; Latin America.

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