INFLUENCE OF THE SOCIOCULTURAL CONTEXT ON SCIENCE EDUCATION

Abstract

The objective of this essay is to analyze the influence of the sociocultural context on science education, comparing the realities of rural and urban environments. This aspect has a decisive impact on pedagogical practice, as it is a key element for students' meaningful learning. Therefore, the teacher must act as a cultural facilitator who designs pedagogical strategies adapted to the realities and particularities of each student. In rural areas, teachers can create connections with nature and agricultural work, using empirical knowledge, family, and community cooperation. However, there are challenges that create inequality gaps, such as the digital divide and the lack of educational resources and specialized scientific personnel. In urban areas, science education greatly benefits from access to technology, laboratories, and research centers, which provides more opportunities to generate a broad culture around science and technology. However, the disconnection with nature, cultural diversity, and high enrollment rates are challenges that must be overcome. In both environments, the article seeks to analyze, from a qualitative approach with a phenomenological method, by citing theories on meaningful and contextualized learning, constructivism, the zone of proximal development, and critical and inclusive pedagogy. It was concluded that, regardless of the urban or rural context, education and community collectivity are integrated with the objective of training students who are capable of actively participating in the improvement of social conditions.