Decolonizing science teaching: feminist and intercultural pedagogical strategies for a critical and transformative approach
The study proposes pedagogical strategies for the decolonization of science teaching, challenging hierarchies of knowledge and promoting a more inclusive view of science. Contextualization reveals the predominance of Eurocentric and patriarchal perspectives in scientific narratives, resulting in the...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade Estadual de Maringá (UEM) |
| Repositorio: | Vitruvian Cogitationes |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.uem.br/ojs:article/72382 |
| Acceso en línea: | https://periodicos.uem.br/vitruvian/index.php/revisvitruscogitationes/article/view/72382 |
| Access Level: | acceso abierto |
| Palabra clave: | ensino de ciências decolonial feminismo intercultural enseí±anza de las ciencias science teaching feminism |
| Sumario: | The study proposes pedagogical strategies for the decolonization of science teaching, challenging hierarchies of knowledge and promoting a more inclusive view of science. Contextualization reveals the predominance of Eurocentric and patriarchal perspectives in scientific narratives, resulting in the marginalization of non-Western knowledge and the perpetuation of epistemic inequalities. Given this, the objective of the study is to investigate and propose pedagogical strategies that can contribute to the decolonization of science teaching, seeking to identify and analyze feminist and intercultural approaches that challenge hierarchies of knowledge and promote a broader and more inclusive vision of science. Critical analysis of dominant scientific narratives reveals their tendency to marginalize non-Western contributions. By integrating decoloniality, feminism and interculturality, the study highlights the importance of recognizing and valuing multiple perspectives and knowledge. The conclusion highlights the need for an education based on decoloniality to create more fair and equitable spaces. |
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