<p>Despite being present in classrooms with Christian students, biblical knowledge is often silenced by teachers or students themselves, without exploring the possibilities it can establish with teaching and learning themes. In this article, we present the findings of a qualitative empirical investigation carried out in Brazil, which had the following objectives: 1. Interpreting the relationships between the ethnobiological knowledge present in the Bible and the scientific knowledge presented by science teachers; 2. Pointing out implications and propositions for science teaching that is sensitive to cultural diversity, including Christianity. The results indicate that there is knowledge in the Bible that allows for intercultural dialogue in science classes on various topics such as the solar system, geology, origin of the universe, origin of man, health, human physiology, and ecology. This knowledge establishes relationships of similarities and differences with school and academic scientific knowledge. We propose a didactic sequence for intercultural dialogue with the ethnobiological knowledge of the Bible. We suggest continuing the research reported here to expand the possibilities of relationships between the Bible and science, as well as conducting new studies with pedagogical interventions using these relationships. In addition, we recommend offering teacher training courses to address the religious diversity present in classrooms and the knowledge it carries.</p>