Sensibilidad intercultural, migración y enseñanza de las ciencias: la concepción de Patricia, profesora de ciencias naturales

Resumen

This article is situated in the field of science teaching with an intercultural approach. It reports on a broader study aimed at identifying and interpreting science teachers’ conceptions of intercultural sensitivity in relation to migration. To achieve this, the study examines the reflections of Patricia, a 45-year-old science teacher from Bogotá (Colombia). A qualitative, interpretative approach was employed, which involved the design, application, and analysis of semi-structured interviews. Eliciting situations were incorporated to construct the interviewee’s narrative, analyzed with NVivo software. The findings reveal that the teacher acknowledges various types of knowledge in the classroom but primarily validates scientific knowledge, structuring her pedagogical practices accordingly. Additionally, her intercultural sensitivity reflects an ethnocentric stance rooted in institutional frameworks and curriculum defense. Regarding migration, her perspective is shaped by public policies, which she views as government decisions influenced by the media. The study concludes that fostering intercultural sensitivity in education requires social transformations both inside and outside the classroom. Teachers’ beliefs and conceptions not only influence their interactions with others, but also shape educational environments that integrate the broader school community.