<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2218-3620</journal-id>
<journal-title><![CDATA[Revista Universidad y Sociedad]]></journal-title>
<abbrev-journal-title><![CDATA[Universidad y Sociedad]]></abbrev-journal-title>
<issn>2218-3620</issn>
<publisher>
<publisher-name><![CDATA[Editorial "Universo Sur"]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2218-36202020000500109</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Empirical and scientific knowledge in interface: dialogue of knowledge to environmental education]]></article-title>
<article-title xml:lang="es"><![CDATA[Conocimiento empírico y científico en la interfaz: un diálogo de conocimiento a la educación ambiental]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vinholi Júnior]]></surname>
<given-names><![CDATA[Airton José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gonçalves de Azevedo]]></surname>
<given-names><![CDATA[Luciana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Federal Institute of Mato Grosso do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,State University of Mato Grosso do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2020</year>
</pub-date>
<volume>12</volume>
<numero>5</numero>
<fpage>109</fpage>
<lpage>116</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2218-36202020000500109&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2218-36202020000500109&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2218-36202020000500109&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This work points out possibilities for educational work within the context of environmental education permeated by traditional and scientific knowledge in the teaching of biology. This study aimed to demonstrate how medicinal plants can significantly contribute to the learning of plant morphology contents in a natural environment, within formal education, in a school whose students have deep popular knowledge and, when dialoguing with biological science specific to the study of vegetables - botany, there was a very interesting appropriation of learning. Thus, guided by an ethnographic method, these some of these local knowledges were investigated and, subsequently, through qualitative empirical research, they were transposed into the classroom and compared to the contents of Botany in the textbooks used with the students participating in the research. The results indicate that students share a significant body of knowledge and practices typical of their cultural traditions, which, in view of the intensification of the globalization process, present risks of disappearance and / or mischaracterization.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este trabajo señala las posibilidades de trabajo educativo en el contexto de la educación ambiental impregnada por el conocimiento tradicional y científico en la enseñanza de la biología. Este estudio tuvo como objetivo demostrar cómo las plantas medicinales pueden contribuir significativamente al aprendizaje de los contenidos de la morfología de las plantas en un entorno natural, dentro de la educación formal, en una escuela cuyos estudiantes tienen un conocimiento popular profundo y, al dialogar con la ciencia biológica específica para el estudio de hortalizas - botánica, hubo una apropiación muy interesante del aprendizaje. Así, guiados por un método etnográfico, estos algunos de estos conocimientos locales fueron investigados y, posteriormente, a través de una investigación empírica cualitativa, fueron trasladados al aula y comparados con los contenidos de Botánica en los libros de texto utilizados con los estudiantes que participaron en la investigación. Los resultados indican que los estudiantes comparten un cuerpo significativo de conocimientos y prácticas típicas de sus tradiciones culturales, que, en vista de la intensificación del proceso de globalización, presentan riesgos de desaparición y / o caracterización errónea.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Knowledge Dialogue]]></kwd>
<kwd lng="en"><![CDATA[environmental education]]></kwd>
<kwd lng="en"><![CDATA[traditional knowledge]]></kwd>
<kwd lng="en"><![CDATA[medicinal plants]]></kwd>
<kwd lng="en"><![CDATA[botany teaching]]></kwd>
<kwd lng="es"><![CDATA[Diálogo de conocimiento]]></kwd>
<kwd lng="es"><![CDATA[educación ambiental]]></kwd>
<kwd lng="es"><![CDATA[conocimiento tradicional]]></kwd>
<kwd lng="es"><![CDATA[plantas medicinales]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de botánica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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