The Teaching of Scienceand Cultural DiversityinMexico: a Studyin Secondary Basic Education

Authors

  • Luz Lazos Ramírez Universidad Nacional Autónoma de México

DOI:

https://doi.org/10.37467/gka-revtechno.v4.891

Keywords:

Intercultural Education, Indigenous Communities, Science Education, Cultural Diversity, Knowledge Society

Abstract

In recent years, the objectives of intercultural education have been included in science subjects at all levels of the educational system of Mexico as part of the educational reforms to provide all students an education that allows them to use scientific and technological knowledge to better understand their problems and make decisions to solve them, recognizing the value of cultural diversity. This paper presents a diagnostic study of the conditions for science teaching and its relation to cultural  diversity  in  Mexic.  The  objetive  of  this  workis  to  contribute  to  the  construction  of  theoretical  and  methodological proposals for intercultural science education, characterized by the recognition of social processes related to the generationof knowledge in social groups and the assessment of students as active agents of these processes. The results of the study in a secondary school basic education with a significant proportion of indigenous students, showed that the recognition of cultu-ral diversity in science education is almost imperceptible, despite the remarked objetives for inclusion that the official pro-grams have included. Some of the factors contributing to this situation are the lack of culturally relevant materials, the lack of training of teachers in the field of intercultural education and the lack of an intercultural perspective for incorporating the assessment of traditional knowledge and knowledge scientists in their epistemic and cultural dimensions. In the first section, a brief overview of trends in science education and its relation to cultural diversity, the second presents some characteristics of the educational system of Mexico relating to the establishment of science education as part of education intercultural, in the third section, a description and results of the diagnostic study in a school of basic secondary education in Mexico, finally, raise some lines of discussion for the construction of models and proposals for intercultural science education is presented.

References

Aikenhead, G. (1997). Toward a First Nations Cross-Cultural Science and Technology Curriculum. Science Education, 81, pp. 217-238

Aikenhead, G. (2006). Science and Technology Education from Different Cultural Perspectives. Ponencia magistral presentada en 12th Symposium of the International Organization for Science and Technology Education, Batu Ferringghi, Penang, Malaysia, July 30 – August 4

Cuevas, J. y Pérez, D. (2013). Conocimientos locales y universales en ciencias naturales y matemáticas. Reflexiones sobre su negociación desde el currículo y los materiales educativos. REDHES, V (10), Julio-diciembre 2013.

Corona Berkin, S. (2007). Entre voces… Fragmentos de educación «entrecultural» . México: Universidad de Guadalajara.

Flores-Camacho, F. (2012). La enseñanza de la ciencia en la educación básica en México. México: Instituto Nacional para la Evaluación de la Educación.

Instituto Nacional para la Evaluación de la Educación (2014). Panorama Educativo 2013. Indicadores del Sistema Educativo Nacional. Educación Básica y Media Superior. Instituto Nacional para la Evaluación de la Educación México.

Lee, O. y Luykx, A. (2007). Science Education and Student Diversity: Race/Etnicity, Language, Culture and Socioeconomic Status. En S. Abell y N. Lederman (eds.), Handbook of Research on Science Education (pp. 171-197). USA: Routledge.

Mckinley, E. (2005). Locating the global: culture, language and science education for indigenous students. Int. J. Sci. Educ, 27 (2), pp. 227-241.

Mckinley, E. (2007). Postcolonialism, Indigenous Students and Science Education. En S. Abell y N. Lederman (eds.), Handbook of Research on Science Education (pp. 199- 225). USA: Routledge.

Olivé, L. (2010). La cultura científico-tecnológica como condición de las sociedades democráticas contemporáneas. Acta Sociológica , 51, pp. 59-86.

Pérez, D. (2012). Los procesos de autoría en la creación de libros educativos interculturales: Debate y reflexión desde un ejercicio de réplica de la metodología de Entre voces . Revista Pueblos y fronteras digital , 6 (12), Diciembre 2011-mayo 2012. Consultado el 27 de mayo de 2014: http://www.pueblosyfronteras.unam.mx/a11n12/art_02.html

Ramírez, E. (2006). La educación indígena en México. México: UNAM.

Schmelkes, S. (2004). La educación intercultural: un campo en proceso de consolidación. Revista Mexicana de Investigación Educativa, 9 (20). México: Consejo Mexicano de Investigación Educativa.

Schmelkes, S. (2006). Educación intercultural. Documento de trabajo. México: SEP.

Secretaría de Educación Pública (2006). Planes y Programas de estudios para la educación básica secundaria. Asignaturas Ciencias. Dirección General de Desarrollo Curricular, SEP.

Secretaría de Educación Pública (2011). Planes y Programas de estudios para la educación básica secundaria. Asignaturas Ciencias. Dirección General de Desarrollo Curricular, SEP.

Tello-Díaz, M. (1994). El mismo diablo nos robó el papel Dos estudios de educación y resistencia cultural entre mixes y tarahumaras. México: CNCA.

Published

2015-06-03

How to Cite

Lazos Ramírez, L. (2015). The Teaching of Scienceand Cultural DiversityinMexico: a Studyin Secondary Basic Education. TECHNO REVIEW. International Technology, Science and Society Review Revista Internacional De Tecnología, Ciencia Y Sociedad, 4(1), 1–9. https://doi.org/10.37467/gka-revtechno.v4.891

Issue

Section

Research articles