Ethnoecology in classrooms: a proposal for teacher training in the context of traditional communities: une proposition de formation des enseignants contextualisée aux communautés traditionnelles
In this article, we present and discuss the results of a research that aimed to analyze didactic interventions developed by teachers in initial training in biology during a university extension class focused on the teaching of intercultural ecology. The approach of the study is qualitative with an a...
| Main Authors: | , , |
|---|---|
| Format: | Online |
| Language: | spa |
| Published: |
Universidad Pedagógica y Tecnológica de Colombia
2021
|
| Subjects: | |
| Online Access: | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11532 |
| _version_ | 1801706447697870848 |
|---|---|
| author | Martins, Karina Vieira Baptista, Geilsa Costa Santos Almeida, Rosiléia Oliveira de |
| author_facet | Martins, Karina Vieira Baptista, Geilsa Costa Santos Almeida, Rosiléia Oliveira de |
| author_sort | Martins, Karina Vieira |
| collection | OJS |
| description | In this article, we present and discuss the results of a research that aimed to analyze didactic interventions developed by teachers in initial training in biology during a university extension class focused on the teaching of intercultural ecology. The approach of the study is qualitative with an analysis of the communicative approach in the interventions carried out by teachers in initial training. Based on the data presented, it is possible to infer that teachers in initial training were not able to accurately introduce intercultural dialogue to students, which reveals an authoritative interactive-type communicative approach during their interventions. However, we realized that there was an intention to promote intercultural dialogue and the inclusion of ethno-ecological elements in their classes. This study indicates that the training of biology teachers sensitive to cultural diversity is a slow and complex process, which should not occur at specific moments during the initial training period, but rather should stimulate in university students more extensive experiences on the relationship between university and school. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-11532 |
| institution | Revista Praxis & Saber |
| language | spa |
| publishDate | 2021 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-115322024-03-15T20:47:33Z Ethnoecology in classrooms: a proposal for teacher training in the context of traditional communities: une proposition de formation des enseignants contextualisée aux communautés traditionnelles Etnoecología en el aula de clase: una propuesta para la formación docente contextualizada en comunidades tradicionales: une proposition de formation des enseignants contextualisée aux communautés traditionnelles Ethnoécologie en classe:: une proposition de formation des enseignants contextualisée aux communautés traditionnelles Etnoecologia na sala de aula: uma proposta de formação de professores contextualizada em comunidades tradicionais: une proposition de formation des enseignants contextualisée aux communautés traditionnelles Martins, Karina Vieira Baptista, Geilsa Costa Santos Almeida, Rosiléia Oliveira de ethnoecology teacher training science education etnoecología formación de profesores enseñanza de las ciencias etnoecologia formação de professores ensino de ciências In this article, we present and discuss the results of a research that aimed to analyze didactic interventions developed by teachers in initial training in biology during a university extension class focused on the teaching of intercultural ecology. The approach of the study is qualitative with an analysis of the communicative approach in the interventions carried out by teachers in initial training. Based on the data presented, it is possible to infer that teachers in initial training were not able to accurately introduce intercultural dialogue to students, which reveals an authoritative interactive-type communicative approach during their interventions. However, we realized that there was an intention to promote intercultural dialogue and the inclusion of ethno-ecological elements in their classes. This study indicates that the training of biology teachers sensitive to cultural diversity is a slow and complex process, which should not occur at specific moments during the initial training period, but rather should stimulate in university students more extensive experiences on the relationship between university and school. En el presente artículo, presentamos y discutimos los resultados de una investigación que tuvo como objetivo analizar intervenciones didácticas desarrolladas por docentes en formación inicial en biología durante un curso de extensión universitaria centrado en la enseñanza de la ecología intercultural. El abordaje del trabajo es cualitativo con un análisis del enfoque comunicativo de las intervenciones desarrolladas por los docentes en formación inicial. Con base en los datos presentados, es posible inferir que los docentes en formación inicial no pudieron insertar con precisión el diálogo intercultural con los estudiantes, lo que revela un enfoque comunicativo de tipo interactivo de autoridad durante las intervenciones. Sin embargo, nos dimos cuenta de que había una intención de promover el diálogo intercultural y la inclusión de elementos etnoecológicos en sus clases. Este trabajo indica que la formación de profesores de biología sensibles a la diversidad cultural es un proceso lento y complejo, que no debe acontecer en momentos específicos durante el periodo de formación inicial, sino, más bien, debe estimular en los estudiantes universitarios experiencias más extensas sobre la relación entre universidad y escuela. Neste artigo, apresentamos e discutimos os resultados de uma investigação que teve como objetivo analisar as intervenções didáticas desenvolvidas por professores em formação inicial em biologia durante um curso de extensão universitária focado no ensino de ecologia intercultural. A abordagem do trabalho é qualitativa, com uma análise da abordagem comunicativa das intervenções desenvolvidas pelos professores na formação inicial. Com base nos dados apresentados, é possível inferir que os professores em formação inicial não conseguiram inserir com precisão o diálogo intercultural com os alunos, o que revela uma abordagem comunicativa de tipo interativo de autoridade durante as intervenções. No entanto, percebemos que havia uma intenção de promover o diálogo intercultural e a inclusão de elementos etnoecológicos nas suas aulas. Este trabalho indica que a formação de professores de biologia sensíveis à diversidade cultural é um processo lento e complexo, que não deve ocorrer em momentos específicos durante o período de formação inicial, mas sim deve estimular nos estudantes universitários experiências mais extensas sobre a relação entre a universidade e a escola. Universidad Pedagógica y Tecnológica de Colombia 2021-01-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/xml text/html application/epub+zip https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11532 10.19053/22160159.v12.n28.2021.11532 Praxis & Saber; Vol. 12 No. 28 (2021): Educación ambiental desde culturas y territorios en conflictos socioambientales en América Latina; e11532 Praxis & Saber; Vol. 12 Núm. 28 (2021): Educación ambiental desde culturas y territorios en conflictos socioambientales en América Latina; e11532 Praxis & Saber; Vol. 12 No 28 (2021): Educación ambiental desde culturas y territorios en conflictos socioambientales en América Latina; e11532 Praxis & Saber; V. 12 N. 28 (2021): Educación ambiental desde culturas y territorios en conflictos socioambientales en América Latina; e11532 Praxis & Saber; v. 12 n. 28 (2021): Educación ambiental desde culturas y territorios en conflictos socioambientales en América Latina; e11532 2462-8603 2216-0159 spa https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11532/10065 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11532/12596 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11532/10066 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11532/10067 Derechos de autor 2021 Karina Vieira Martins, Geilsa Costa Santos Baptista, Rosiléia Oliveira de Almeida http://creativecommons.org/licenses/by-nc/4.0 |
| spellingShingle | ethnoecology teacher training science education etnoecología formación de profesores enseñanza de las ciencias etnoecologia formação de professores ensino de ciências Martins, Karina Vieira Baptista, Geilsa Costa Santos Almeida, Rosiléia Oliveira de Ethnoecology in classrooms: a proposal for teacher training in the context of traditional communities: une proposition de formation des enseignants contextualisée aux communautés traditionnelles |
| title | Ethnoecology in classrooms: a proposal for teacher training in the context of traditional communities: une proposition de formation des enseignants contextualisée aux communautés traditionnelles |
| title_alt | Etnoecología en el aula de clase: una propuesta para la formación docente contextualizada en comunidades tradicionales: une proposition de formation des enseignants contextualisée aux communautés traditionnelles Ethnoécologie en classe:: une proposition de formation des enseignants contextualisée aux communautés traditionnelles Etnoecologia na sala de aula: uma proposta de formação de professores contextualizada em comunidades tradicionais: une proposition de formation des enseignants contextualisée aux communautés traditionnelles |
| title_full | Ethnoecology in classrooms: a proposal for teacher training in the context of traditional communities: une proposition de formation des enseignants contextualisée aux communautés traditionnelles |
| title_fullStr | Ethnoecology in classrooms: a proposal for teacher training in the context of traditional communities: une proposition de formation des enseignants contextualisée aux communautés traditionnelles |
| title_full_unstemmed | Ethnoecology in classrooms: a proposal for teacher training in the context of traditional communities: une proposition de formation des enseignants contextualisée aux communautés traditionnelles |
| title_short | Ethnoecology in classrooms: a proposal for teacher training in the context of traditional communities: une proposition de formation des enseignants contextualisée aux communautés traditionnelles |
| title_sort | ethnoecology in classrooms a proposal for teacher training in the context of traditional communities une proposition de formation des enseignants contextualisee aux communautes traditionnelles |
| topic | ethnoecology teacher training science education etnoecología formación de profesores enseñanza de las ciencias etnoecologia formação de professores ensino de ciências |
| topic_facet | ethnoecology teacher training science education etnoecología formación de profesores enseñanza de las ciencias etnoecologia formação de professores ensino de ciências |
| url | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/11532 |
| work_keys_str_mv | AT martinskarinavieira ethnoecologyinclassroomsaproposalforteachertraininginthecontextoftraditionalcommunitiesunepropositiondeformationdesenseignantscontextualiseeauxcommunautestraditionnelles AT baptistageilsacostasantos ethnoecologyinclassroomsaproposalforteachertraininginthecontextoftraditionalcommunitiesunepropositiondeformationdesenseignantscontextualiseeauxcommunautestraditionnelles AT almeidarosileiaoliveirade ethnoecologyinclassroomsaproposalforteachertraininginthecontextoftraditionalcommunitiesunepropositiondeformationdesenseignantscontextualiseeauxcommunautestraditionnelles AT martinskarinavieira etnoecologiaenelauladeclaseunapropuestaparalaformaciondocentecontextualizadaencomunidadestradicionalesunepropositiondeformationdesenseignantscontextualiseeauxcommunautestraditionnelles AT baptistageilsacostasantos etnoecologiaenelauladeclaseunapropuestaparalaformaciondocentecontextualizadaencomunidadestradicionalesunepropositiondeformationdesenseignantscontextualiseeauxcommunautestraditionnelles AT almeidarosileiaoliveirade etnoecologiaenelauladeclaseunapropuestaparalaformaciondocentecontextualizadaencomunidadestradicionalesunepropositiondeformationdesenseignantscontextualiseeauxcommunautestraditionnelles AT martinskarinavieira ethnoecologieenclasseunepropositiondeformationdesenseignantscontextualiseeauxcommunautestraditionnelles AT baptistageilsacostasantos ethnoecologieenclasseunepropositiondeformationdesenseignantscontextualiseeauxcommunautestraditionnelles AT almeidarosileiaoliveirade ethnoecologieenclasseunepropositiondeformationdesenseignantscontextualiseeauxcommunautestraditionnelles AT martinskarinavieira etnoecologianasaladeaulaumapropostadeformacaodeprofessorescontextualizadaemcomunidadestradicionaisunepropositiondeformationdesenseignantscontextualiseeauxcommunautestraditionnelles AT baptistageilsacostasantos etnoecologianasaladeaulaumapropostadeformacaodeprofessorescontextualizadaemcomunidadestradicionaisunepropositiondeformationdesenseignantscontextualiseeauxcommunautestraditionnelles AT almeidarosileiaoliveirade etnoecologianasaladeaulaumapropostadeformacaodeprofessorescontextualizadaemcomunidadestradicionaisunepropositiondeformationdesenseignantscontextualiseeauxcommunautestraditionnelles |
