Ensino de Ciências e Biologia, diálogos entre disciplinas e abordagens culturais: saberes e processos formativos no cotidiano de uma escola

Abstract

The best way to correlate school subjects and cultural diversity are recurring themes in the educational field. When we talk about science and biology education, discussions about controversial themes that involve cultural issues tend to appear. This study sought to analyze the ideas and the knowledge of teachers and undergraduate students related to science and biology education regarding the approach between school subjects and the cultural approaches in school. The research methodology had a qualitative approach and the case study was chosen to study the relations established by science and biology teachers with the teachers of other school subjects and on issues related to cultural diversity in a public school in the city of São Gonçalo, Rio de Janeiro. The documents analyzed in this research were: curricular documents, projects developed at school, answers to a questionnaire and interviews with teachers and undergraduates. The DCNEB mentions both a disciplinary approach and an approach between school subjects from a perspective that is multi, inter and cross curricular and it also presents proposals for a teaching where the curriculum is organized in such a way that it contemplate activities related to cultural pluralism. The CMRJ is structured in a disciplinary perspective were it dictates the contents of the school subjects Sciences and Biology, and when culture is mentioned in this document it refers to the issues of gender and sexuality, religion and cultural plurality. The teachers believe that knowledge acquired during their career is important to develop activities that diminish the gap between the different disciplines and approach cultural issues at school. The relations between the different school subjects and the cultural approaches were conducted primarily through projects. The results had shown that there was prejudice and discrimination related to racial, religious, gender, and sexuality issues in this school. The reports of undergraduates point to the importance of the PIBID to their teaching training. The analysis of the projects point that the cultural approach is a way that contributes to the knowledge of the people involved and approach of the school subjects. This study provides reflections over relationship between subjects, cultural diversity and the approach of school subjects through the dialogue in the formative processes in school.