Botanical contents in textbooks and possibilities of contextualization in the intercultural dialogue in teaching of science

Abstract

This study aimed at the qualitative and quantitative analyses of the botanical contents of the textbooks of Natural Sciences of the rural schools at the primary level, whose purpose was to identify possibilities of contextualization in intercultural dialogue in science education. We found 88 references with a botanical theoretical approach and 82 proposed related to eight botanical themes: nutritional value, taxonomy, morphology, physiology, ecology, ethnobotany, evolution and anatomy; in addition to 133 visual resources related to the regional or national context were found. Although some contents, proposed activities and visual resources make direct references to the student´s cultural knowledge, and may contribute to the sociocultural contextualization of knowledge during intercultural dialogue, it is necessary that contents contemplate the relationships with the history and philosophy of this science to that the students understand the epistemologies involved, the nature of science, as well as the context of applicability.