A validação de uma WebQuest de temática multicultural e intercultural como processo teórico-metodológico na pesquisa em educação em ciências

Abstract

Cultural diversity has always been present in societies, but it is in contemporary times that it has gained greater prominence in the educational field. In this context, Multicultural and Intercultural Science Education is configured as an approach that values different knowledge and identities, challenging homogeneous views of science and culture. In light of these assumptions, we developed a WebQuest as a theoretical methodological resource aimed at undergraduate students in Pedagogy, with the objective of articulating theory and practice in the mobilization of multicultural and intercultural principles in science teaching in the early years. The investigation, with a qualitative approach, focused on the elaboration and validation of this WebQuest, in order to ensure theoretical solidity, methodological coherence, and pedagogical relevance. The process was organized in stages that included initial construction, validation of the structure and content, re-elaboration, and empirical validation with participants, culminating in its final version. The data analysis was developed in light of the adopted theoretical framework and the contributions of experts, allowing for the problematization of potentialities and limitations. In this context, the research aims to validate a WebQuest as a theoretical-methodological process for promoting Multicultural and Intercultural Science Education in the initial training of educators, articulating theory and practice in the training of professionals sensitive to cultural diversity. With these purposes, we seek to answer the following guiding questions: “What is revealed in the totality of the WebQuest as a theoretical-methodological research resource in a qualitative investigation in the field of teacher training for science education?”; “How does the WebQuest enhance the problematization of sociocultural issues in science education, favoring the construction of critical and contextualized teaching in the initial training of educators?”; and “To what extent does the validation process of the WebQuest ensure its consistency as a theoretical methodological resource for qualitative research in the field of teacher training in science?”. The main results indicate that the WebQuest presents theoretical relevance in relation to the assumptions of Multicultural and Intercultural Science Education, structural clarity, and formative potential for articulating scientific knowledge and sociocultural issues in the school context. The contributions of the experts promoted adjustments to the WebQuest. Furthermore, empirical validation contributed significantly to the improvement of the WebQuest, by highlighting its applicability and pedagogical coherence. We conclude that the WebQuest is a promising theoretical methodological resource for the initial training of educators, by incorporating cultural diversity into science teaching. We also highlight the relevance of the validation process, which is still little explored in science education research.