Science Teachers’ Conceptions About the Importance of Teaching and How to Teach Western Science to Students from Traditional Communities

We discuss the results of a qualitative research with science teachers that serve students from traditional communities. The aim is to analyze their conceptions on importance teaching and how teach Western these Data collection carried out through semi-structured interviews four who work in public school state Bahia, Brazil. analysis starts construction narratives, generating thematic categories epistemic positioning teachers’ conceptions. indicate that, for those teachers, communities important expansion knowledge active participation different sociocultural environments, methods include intercultural dialogue. However, answers have contradictions, which allow us infer transit into positions cultural diversity: Epistemological Pluralism, Interculturalism, Multiculturalism, Universalism, first two being most emphasized. This reveals dilemma between what they conceive as goals links education, practice possibly influenced by pedagogy provided policies national education. consider implications teacher education sensitive diversity.