Abstract
In response to the need to move beyond traditional teacher centered practices that detach science instruction from students’ daily lives and disregard their prior knowledge, advancing toward more critical, culturally contextualized approaches to science education. this research is conducted to evaluate the contributions of a guidance process for pedagogical practices in natural sciences through the co-construction of a teaching strategy based on socio-scientific argumentation from an intercultural perspective. Using a qualitative approach and case study methodology, four basic education teachers participated through interviews, observations, and pedagogical reflection sessions. The results show changes in pedagogical practices, supported by collaborative and reflective processes. The incorporation of socioscientific controversies and cultural knowledge facilitated the contextualization of scientific knowledge. A positive change was observed in the perception of the teacher’s role and in the promotion and participation of students. However, persistent challenges were identified, such as limitations in the mastery of argumentation, absence of evaluative frameworks for interculturality, and institutional obstacles. Nevertheless, teacher satisfaction with the promoted reflections and the willingness to continue implementing these strategies demonstrate their transformative potential. It is concluded that the articulation between argumentation and interculturality, along with sustained guidance and collaborative design, can generate critical and culturally relevant pedagogical practices.
Keywords: Co-Construction, Interculturality, Natural Sciences, Socio-Scientific Argumentation, Teaching Strategies.