Revista de Ensenanza de la Fisica. Vol. 31,No. 2, Dic. 2019, 11 5-116 116 www.revistas.unc.edu.ar/index.php/revistaEF/ multiples preocupaciones que se tienen implican mul tiples cierres, y esto implicaria una dedicacion de tiempo considerable en cada sesion que bien se puede dispo ner para la construccion de explicaciones. Por ulti mo, se puede considerar que tener en cuenta el Contexto Cultural d e los estudiantes al momento de ensenar Ciencias no se traduce necesariamente en una relacion con el conocimiento que pueda afincarse en terrenos de la interioridad, sino que esto supondria en principio la manifestacion de unas ten siones que van desde la aparicion de actitudes tale s como la critica, la decision y el empoderamiento en la cons truccion del conocimiento, a un enraizamiento en un proceder particular dentro de la clase de ciencias manifesta do en una dependencia hacia el docente en relacion a las explicaciones de los fenomenos fisicos. Palabras clave: Contexto; Cultura; Contexto Cultural; relaciones con el conocimiento; ensenanza de las ciencias. Abstract The research developed in the Master's Degree in Te aching of Natural Sciences of the National Pedagogi cal University, is generated from a concern to understa nd the term Cultural Context and to examine the impac t and transformations that have in relationships with kno wledge when it is linked with the Teaching of Scien ces. Regarding the term Cultural Context, it is formulated that refers to the web of meanings that have their origin in the particular experience lived by a group of human bei ngs that is synthesized in the meaning that they ma ke about the environment and the world, which is learned in the interaction, that presents alterations and that ser ves as a context that allows the interpretation of situations, objec ts and phenomena. Consequently, it is possible to th ink that referring to the Cultural Context may result into a redundancy if one understands what is culture, but in terms o f the specific relationships between communities and the environme nt, the term denotes differentiations that are link ed to particular forms to understand the world. From the theoretical considerations formulated rega rding the term Cultural Context, a set of criteria is made to support the design and execution of the classroom p roposal, which was developed with eleventh grade st udents from a public school in the city of Bogota and it was cha racterized by developing a study about different as pects of the moon, such as its change in appearance, its movemen t, its shape and its color. From this, the subseque nt systematization of the proposal is derived, an exer cise that aimed to determine the type of relationsh ips with knowledge that are configured in the science class when the Cultural Context of the students is taken in to account. In this way, it is possible to identify that the cl assroom proposal allows the configuration of a fram e where the explanations are not limited to the generalities bu t are constructed from the approach of questions, w hich are formulated by the students about an object of study , in this case, the moon. In this way, the construc tion of an answer is based on interaction and dialogue, leading to an image of science that is characterized by having a s raw material the meanings of the subjects. In this same way, the development of the classroom proposal provokes in the student a posture and a questioning regarding the information and the formulations that are made in the science class, while the identification and disposition of evidence and sour ces of legitimization put in question the unequivoc al nature of statements that were previously taken for certain g iven that they came from the teacher. From here, a set of tensions derived from the artic ulation of the Cultural Context of the students regar ding the relationships with knowledge, such as: the relation ship between the student and information; knowledge validation; the autonomy. Likewise, it is possible to identify a change in the dynamics that occur in the classroo m, thus deriving relationships from knowledge linked to the student- student, student-teacher, student-group links. In spite of these observations, the execution of th e proposal implied the identification of some diffi culties when trying to make an association between the Teaching of Scie nces and the Cultural Context of the students, consid ering that: first, located in the field of planning, would invo lve the recurrent preparation of different activiti es for the same group within the same session, this with the objective of feeding aspects of their questions, consequently, such structuring would be considered as problematic in terms of the times and institutional requirements. Secondly, by developing a full dialogue with the groups, you can have the pos sibility that the teacher does not have enough time to accompany all the groups, which means that the explanations a re affected by stalling in certain aspects. Third, the multiple concerns involve multiple closures, and this would imply a considerable amount of time spent in each s ession that can be well disposed for the construction of explanatio ns. Finally, it can be considered that taking into account the Cultural Context of students in the moment to teachi ng Sciences does not necessarily translate into a r elationship with knowledge that can be established in the interiorit y, but that this would in principle imply the manif estation of tensions ranging from the appearance of attitudes s uch as criticism, decision and empowerment in the c onstruction of knowledge, to a rooting in a particular procedure w ithin the science class manifested in a dependence on the teacher in relation to the explanations of the physical phe nomena.