DESAFÍOS Y OPORTUNIDADES DE LA ENSEÑANZA DE LA BIOLOGÍA EN CONTEXTOS INTERCULTURALES: LA ETNOBIOLOGÍA COMO HERRAMIENTA PARA LA INCORPORACIÓN DE LOS CONOCIMIENTOS ECOLÓGICOS TRADICIONALES

Abstract

The article addresses the issue of interculturality in education - specifically in the context of Bilingual Intercultural Education (EIB) - in secondary schools with indigenous Mbya Guarani enrollment in the province of Misiones, Argentina. The aim of the study is to identify the challenges and opportunities offered by EIB in general, and the teaching of Biology in particular. The conceptions and perspectives of both Creole and indigenous teachers of the subjects Biology and Curricular Integration Workshop are analyzed and compared through semi-structured interviews. The reflected professional competencies and the challenges posed by the predominant conception of functional interculturality are discussed, including linguistic barriers in teaching, the lack of differentiated curriculum, and obstacles in integrating local knowledge into Biology teaching (primarily due to a lack of expertise in interpreting local knowledge). A positive evaluation is identified among local residents regarding the education of young people, as well as among experienced teachers in delivering science topics in diverse contexts. This consensus in perception about EIB could become an opportunity to promote teacher training initiatives both in initial and continuous education. There is a need to strengthen the training and competencies of teachers, especially in regards to interculturality, communicative competence, and knowledge of local pedagogical content. Collaboration between indigenous and non-indigenous teachers is suggested as an effective strategy to overcome linguistic and cultural barriers, and the contribution of the ethnobiological approach is highlighted as a tool to bridge cultures and enhance the quality of Biology education in intercultural contexts.