The knowledge of local communities and school knowledge: In search of a didactic transposition in natural sciences

Abstract

This article is the result of an ongoing research under the project entitled 'The local curriculum in Mozambican schools: epistemological and didactic-methodological strategies for its implementation'. Based on ethnographic research, the collection is being made. Systematization of knowledge and cultural experiences of local communities are also collected in the three regions of Mozambique (North, Centre and South) seeking their appreciation to Local Curriculum component. The overall objective of the study is to analyze production processes and legitimization of local community knowledge, in search of elements for a ‘didactic transposition’, specifically in the teaching of Natural Sciences. Preliminary results of the research point to the existence of sufficient evidence to support the hypothesis of inclusion of local community knowledge in school content. Thus, we suggest that strategies are established involving the training of teachers, the adoption of educational policies that give priority to local knowledge and the use of appropriate methodologies that underlie the deepening and extension.