摘要：Case studies around Science teacher’s professional knowledge on school knowledge, carried out by teacher-researchers (Martínez y Valbuena, 2013; Martínez, 2016), point at various sources of scholar contents, epistemological standpoints and validity criteria for the school knowledge, which may be related to an educational regulation (guidelines and standards) that seeks teachers’ autonomy. Yet, we also identified reductionist viewpoints on the regulations (Niño y Gama, 2013; Castellanos, 2013), and others revealing unawareness of cultural diversity (Molina et al. , 2014). These tensions we live in Colombia, a country identified by a biological and cultural diversity, allow us to give an account of the research problem we present throughout this text. Keyword: school knowledge, curriculum, science education.
