Rethinking initial teacher training in natural sciences: a chilean intercultural perspective in La Araucanía

Abstract

The article describes the initial teacher training in the subject of natural sciences from an intercultural perspective of the didactics of this subject. In this sense, the persistence and colonial roots in the formative itineraries of the initial teacher training in Natural Sciences, which perpetuates a western Eurocentric view in the teaching and learning processes of Natural Sciences and its didactics, in the socio-historical context of La Araucanía, Chile, is problematized. The methodology is qualitative of documentary-descriptive type. The main results show the urgency of a transformation of the initial teacher training in the area of Natural Sciences based on an intercultural perspective and epistemological pluralism. This, in order to promote meaningful and contextualized educational experiences that favor a dialogue of knowledge between the disciplinary contents of the school curriculum and indigenous educational knowledge. Thus, the implementation of a culturally, socially and territorially relevant education is made possible in diverse educational scenarios, such as in the indigenous context. We conclude on the need to incorporate an intercultural educational approach in the initial teacher training processes, which allows future teachers to acquire the didactic, pedagogical and curricular domain to perform in contexts of social and cultural diversity.