Resumo

OLIVEIRA-SANTOS, Renilda de; SANTOS-BAPTISTA, Geilsa Costa  e  ROBLES-PINEROS, Jairo. Contextual Cognition Tables (CCT): A Resource to Research and Cultural Mediation in Biology Teaching. Rev. Fac. Cienc. Tecnol. [online]. 2021, n.50, pp.185-202.  Epub 11-Maio-2022. ISSN 0121-3814.  https://doi.org/10.17227/ted.num50-11653.

This article presents the results of a qualitative research whose objective was to analyze the influence of the use of Contextual Cognition Tables (CBT) as a subsidy in botany classes (theme of the biology curricular component) with an intercultural perspective. Data were obtained from the application of a teaching sequence with farmer and not farmer students from a public school in the Coração de Maria Municipality, state of Bahia, Brazil, when they were asked to construct two CBT supported by textbooks, scientific texts, and teacher mediation. Content analysis was made on those tables and results indicate that students were able to signal dialogic relationships of similarities and differences between their prior knowledge and scientific knowledge from Botany, that have important implications to botany learning, basically about classification, structures, characteristics, functions and plant ecological relationships. We consider that CBT act as a resource for research and mediation of cultural knowledge that can bring dynamism to intercultural dialogue in biology classrooms.

Palavras-chave : botany learning; tables of contextual cognition; intercultural dialogue; intercultural science education.

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