Articulation of local and scientific knowledge in hybrid narratives: a study with chemistry teachers and students in Mozambique
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Abstract
This study analyses how local and scientific knowledge are articulated in hybrid narratives developed by General Secondary Education teachers and Chemistry degree students in Mozambique, within the context of the production process of sope of massala, an artisanal alcoholic beverage made from the fermentation and distillation of the fruits of the massaleira tree (Strychnos spinosa). Through a qualitative, descriptive, and exploratory methodology, intercultural dialogue between knowledge systems was promoted, involving experienced local producers, teachers with teaching experience, and students with theoretical training. The hybrid narratives were constructed collaboratively and analysed according to criteria of dialogical integration, epistemological symmetry, and cognitive justice. The results reveal different levels of knowledge integration: from respectful but uncoordinated juxtaposition to more consistent attempts at intercultural translation. However, implicit hierarchies persisted, positioning scientific knowledge as the final validator. The study concludes that constructing hybrid narratives is a promising formative strategy for plural scientific education, provided it is grounded in equitable epistemic relations, community protagonism, and ethical mechanisms of feedback and validation.
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