Aprender ciencias en y para la comunidad

Abstract

For some time now, I have argued that science education needs to be deinstitutionalized to overcome the deep crisis in which it currently finds itself. In the present paper, I outline ways in which such deinstitutionalization may be thought and enacted in science teaching and science curriculum design practice. Activity theory is proposed as a framework to conceptualize different activity systems and their contradictions. Practical examples from my own teaching of an environmental activist unit and designing a curriculum appropriate for indigenous peoples are provided to show a science education that situates itself in the everyday world of the community.