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In this research article, we present the results of a qualitative study aimed at highlighting how the reports described in the work Através da Bahia, by the German naturalists Spix and Martius can contribute to the science teaching and teacher training that is sensitive to cultural diversity. The methodology used was documentary research, and the data analysis employed content analysis methods. The analysis indicates that there are excerpts in the mentioned work focused on ethnobiological and ethnoecological knowledge that open up possibilities for dialogue with school science content in biology, chemistry, and ecology (e.g., scientific classification, animal fossils, biological evolution, environmental sustainability, socio-environmental development, slavery, and racism). These excerpts could also draw teachers' attention towards considering and respecting cultural diversity from a historical and social perspective, contributing to teacher training that is sensitive to cultural diversity. [ABSTRACT FROM AUTHOR]

This qualitative research aims to understand if the students' knowledge about ethnobotany focusing the nutritional aspects of the plants that had been cultivated by them might contribute for the intercultural dialogue to food security on biology classes in the schools who attends those students. For the data collection of this application we used a questionnaire, a Contextual Cognition Table (CCT) was structured through the students' responses excerpts and it was organized along the biology teaching contents included on textbooks and the terms used by the scientific community. The results indicate that students traditionally know the plants they had been cultivating, although they used scientific vocabulary to the detriment of traditional vocabulary to build their answers about the nutritional aspects of those plants. Those decisions had implications for this research, especially because we decided to use a questionnaire to investigate the traditional knowledge through the dialogue. We recommend the use of interviews on researches focused on identify the traditional knowledge based on intercultural dialogue in biology teaching. [ABSTRACT FROM AUTHOR]

Intercultural science education faces challenges regarding the way in which the relationship between knowledge systems that are sometimes erased takes place, given the disparity that is presented in the classroom and specifically in teaching discourses. This article presents the results of qualitative-interpretive research aimed at characterizing a culturally sensitive profile for the intercultural biology teaching with four (4) in-service science teachers working in two rural public schools in the municipality of Coração de Maria and the District of Retiro, Bahia, Brazil. Through an instrument of problem situations, focus group discussions, and semi-structured interviews, the teachers' answers were collected and the meanings of their positions on the different issues were interpreted and analyzed. From the categorization and analysis, it was possible to characterize a teacher profile facing cultural diversity from the identification of the teachers' commitments, characterized in three dimensions: epistemological, ontological, and ethical. Based on the results, it is expected that this type of research can offer a perspective on how teachers express their way of taking on the world, their relationship with knowledge, and how this directly influences their pedagogical practice in the process of teaching science in contexts of diversity cultural. [ABSTRACT FROM AUTHOR]