Abstract
This article consists of analyzing the interactions of the subject in the position of future teacher of sciences and biology in the development of pedagogical workshops as spaces of intercultural formation. The pedagogical workshop was built from observations in the courses of Field Education and Biological Sciences, had five problem situations and was developed in disciplines of the pedagogical area of these courses. With the materiality of the data, the discourse analysis revealed three main moments of discussion: (i) Performative positioning: scientific parameters that validate other cultures; (ii) Tensions in enunciation positions: cracks in ethnocentrism in science teaching and teacher training; (iii) Mobilization of the knowledge related to the sociocultural contexts and identities of the subjects: displacements of enunciative positions. The problem situations allowed the formation of intercultural bridges and crosses from this format to rethink issues inherent to the existence of these subjects from cracks that dissolve the performance expected and reproduced in an ethnocentric perspective.
Keywords:
Biology teaching; Intercultural training; Initial training of teachers; Pedagogical workshop