BACKGROUND Bridging the gap between local and scientific knowledge can have useful implications in the teaching-learning process because it can create environments conducive to the valorization of sociocultural diversity in schools. The present review aims to analyze the profile and contributions of scientific publications dealing with articulations between local and scientific knowledge in basic formal education. METHOD Combined searches of 14 terms related to ethnoscience and 20 terms of education were conducted in English, Portuguese, and Spanish using the databases of Web of Science, Scopus, Science Direct, and Scielo. The recovered works were filtered, organized in a spreadsheet, and analyzed for publication characteristics (year, author, periodicals, countries of origin of the authors, and countries surveyed) and contents of the studies (epistemological bases, techniques of application, and record of the articulation of local and scientific knowledge). RESULTS The research field that establishes these articulations is growing, with 81% of the works being written in the English language. A total of 494 researchers were recorded. The USA, South Africa, Brazil, Canada, and Australia were the countries of origin of the first author for the majority (64%) of the works considered. Multiculturalism, Vygotskian theory of learning, postcolonial theory, constructivism, critical pedagogy, and the argumentation theory were the main theoretical bases of half of the recovered works in which some explicit theoretical orientation could be found. Teacher training and interviews stood out as important tools in the application and record of links between local and scientific knowledge, respectively. CONCLUSIONS Interdisciplinary approaches were common in the conception and application of pedagogical activities reported in the recovered works. Articulations between local and scientific knowledge are effective for culturally-sensitive scientific education, especially (but not exclusively) in schools directly related to traditional communities. There was a tendency to emphasize the teacher as a fundamental agent in the search for education that establishes these articulations. The authors of the analyzed works frequently indicated a need for greater proximity of the community to school spaces.

中文翻译：

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在学校范围内的本地和科学知识：已发表作品的特征和内容。

背景技术弥合本地知识与科学知识之间的鸿沟在教学过程中可能会产生有益的影响，因为它可以创造有利于学校社会文化多样性评估的环境。本综述旨在分析有关基础正规教育中地方知识与科学知识之间的衔接的科学出版物的概况和贡献。方法使用Web of Science，Scopus，Science Direct和Scielo数据库，以英语，葡萄牙语和西班牙语对14个与民族科学有关的术语和20个教育术语进行了组合搜索。过滤回收的作品，在电子表格中进行整理，并分析出版物的特征（年份，作者，期刊，作者的原籍国，和调查的国家/地区和研究内容（病因学基础，应用技术以及对当地和科学知识的表达记录）。结果建立这些清晰度的研究领域正在增长，其中81％的作品是用英语编写的。总共记录了494名研究人员。美国，南非，巴西，加拿大和澳大利亚是大多数作品的第一作者（64％）的原籍国。多元文化主义，维果斯基的学习理论，后殖民主义理论，建构主义，批判教育学和论证理论是一半回收文学作品的主要理论基础，在这些作品中可以找到明确的理论取向。教师培训和访谈是分别应用和记录本地知识与科学知识之间联系的重要工具。结论跨学科的方法在恢复的著作中报道的教学活动的概念和应用中很普遍。本地知识与科学知识之间的联系对于文化敏感的科学教育尤其是（但不仅限于）与传统社区直接相关的学校有效。在建立这些衔接的寻求教育中，倾向于强调教师作为基本的推动者。被分析作品的作者经常指出，社区需要更接近学校空间。结论跨学科的方法在恢复的著作中报道的教学活动的概念和应用中很普遍。本地知识与科学知识之间的联系对于文化敏感的科学教育尤其是（但不仅限于）与传统社区直接相关的学校有效。在建立这些衔接的寻求教育中，倾向于强调教师作为基本的推动者。被分析作品的作者经常指出，社区需要更接近学校空间。结论跨学科的方法在回收作品中报告的教学活动的概念和应用中很普遍。本地知识与科学知识之间的衔接对于文化敏感的科学教育尤其是（但不仅限于）与传统社区直接相关的学校有效。在建立这些衔接的寻求教育中，倾向于强调教师作为基本的推动者。被分析作品的作者经常指出，社区需要更接近学校空间。特别是（但不仅限于）与传统社区直接相关的学校。在建立这些衔接的寻求教育中，倾向于强调教师作为基本的推动者。被分析作品的作者经常指出，社区需要更接近学校空间。特别是（但不仅限于）与传统社区直接相关的学校。在建立这些衔接的寻求教育中，倾向于强调教师作为基本的推动者。被分析作品的作者经常指出，社区需要更接近学校空间。