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This is a reflection as a part of a doctoral research project, which belongs to the didactic change line and teacher training of science, attached to the DIE at District University Francisco Jose de Caldas. We talk about the importance of understanding how cultural and environmental diversity offers possibilities within the didactics of sciences to configure a scholar science contextualize.  We consider elements of the meanings web of communities, and characteristics of the society in which they are immersed, to enrich the curricular constructions by teachers in service. The above implies generating deeper synergies between the formative and the educational.  Formative aspects directs the planning, construction and monitoring curricular processes (at the macro, medium and micro level), while educational aspects permeates social spheres such as personal, family and community (linking the political, ethical and axiological aspects of the people), that is in permanent configuration in the life within the experiences and decisions taken in the everydayness. In this sense, the possibility of linking cultural and environmental diversity would make it possible to construct didactic scenarios that contribute to the exploration of dynamic meaning webs and transcendental significance transforming both the subjectivity of each person and the intersubjectivity that are consensual and constructed within a context, recognizing that human dignity, quality of life and citizenship are areas of direct influence of the sciences. Finally, as conclusions, reference is made to the fact that cultural and environmental diversity implies thinking about a curriculum where psychological or cognitive attitudes of learning and teaching transcend towards more sociological anthropological conceptions of education.

Didáctica de las ciencias desde la diversidad cultural y ambiental: aportes para un currículo contextualizado