Interculturalidade crítica na formação inicial de professores de Ciências: saberes sobre a biodiversidade local

Abstract

The present research presents the formation of science and biology teachers as object of study, from the theoretical perspective of critical interculturality. Part of the representations about biodiversity as a discursive place is expressed and experienced by the contradictions between the elements of intercultural and hegemonic. The methodology of case study was used, analyzing the positioning of graduates who were given opportunities by problem situations in a pedagogical workshop with themes involving sociocultural issues. The most emphasized relationships were: the relationship of the curriculum with sociocultural issues; pedagogical practices at supervised stages and the valuation of traditional cultures; the cultural diversity in the classroom and the controversies of scientific hegemony. The analysis of verbal and extraverbal materiality of the subjects, that is, meanings and meanings about the local biodiversity of these graduates in the interface with teacher education. The results were organized from three subsections as blocks of meanings and emerging meanings of the analysis of the enunciative positions, being: the performatics, the tension of the discourse, the mobilization and the discursive displacement of the subjects. The statements in the first section showed the participants' effort to correspond to the expected epistemological structure within the framework of teacher training, which is the result of a hegemonic discourse. In the second section, we analyzed moments in which this hegemonic pedagogical discourse strained by the contradictory in relation to the existing plurality of knowledge. At the end, in the last section, by exercises of tension of the statements during the interactions, was externalized displacements in the positioning of licensees, breaking with the rationalized fixed structures of enunciation. This analysis and its respective results point to critical interculturality as a missing element in teacher training and points out pedagogical workshops as spaces that allow the multiplicity of voices in formation and, with conscious mediation, it is possible to move to intercultural crosses.