| Summary: | This article emphasizes the need to connect science education with cultural andenvironmental diversity, for the pedagogical and didactic construction of school science, inorder to integrate the world of life with the interactions generated in it for the constructionof knowledge. The objectives were to find the meanings given by elementary and middleschool teachers to the connection between the cultural and environmental context inscience education; and to analyze their ideas and meaningful experiences. The methodologyhad a qualitative aspect which, on the ontological side, approached a culturally diverse andsubjective reality; and a hermeneutic aspect, due to the type of interpretative analysis ofdata. In the results, it is highlighted the construction of categories to integrate the culturaland environmental context in the didactic constructs to promote learning, in which bothscience as a cultural construction and the contributions for the curricular transformationwhen integrating characteristics of the territory are recognized.
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