Etnobiología, educación ambiental y enseñanza de las ciencias: posibles relaciones orientadas a la interculturalidad

This article, of a theoretical and qualitative nature, aims to highlight the relationships between ethnobiology, Environmental Education (EE), and Science Education (SE), analyzing the implications of these connections for the context of schools located in traditional communities or serving this population. The discussion addresses the nature of ethnobiology as an interdisciplinary field that investigates how different cultures understand, classify, and use the natural world, serving as a bridge between traditional knowledge and Western science. The study argues that the investigation of local knowledge and practices can support an intercultural dialogue in science education, overcoming scientistic and decontextualized practices by valuing students’ identity and knowledge. An environmental rationality is proposed that recognizes the complexity of socioecological systems and the existential dependence that traditional communities maintain with their territories. It is concluded that the convergence between ethnobiology, EE, and SE fosters a critical and intercultural Environmental Education, essential for intervening in society and mitigating imbalances that compromise life and planetary sociocultural diversity, while also recommending teacher training guided by the principles of ethnosciences.