Indigenous education, science and biology teaching: an investigation on individuals and plural learning processes

• Autor(a) principal: Monteiro, Lara de Macedo
• Data de Publicação: 2019
• Outros Autores: Ramos, Luis Felipe Costa, Moreira, Luiza Saturnino Braga, Côrtes, Thainá Rangel, Borba, Rodrigo Cerqueira do Nascimento
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista da SBEnBIO
• Texto Completo: https://renbio.org.br/index.php/sbenbio/article/view/260
• topic: Organização escolar; Interdisciplinaridade; Saberes tradicionais; Comunidades indígenas; School organization; Interdisciplinarity; Traditional knowledge; Indigenous communities; Organización Escolar; Interdisciplinariedad; Conocimiento tradicional; Comunidades indígenas

Indigenous Education is characterized by its breadth and plurality, consistent with the peoples, cultures and languages that Brazil encompasses. Thus, although certain documents and guidelines prescribe what the basic education of indigenous subjects should be, there is an extensive mosaic of possible practices. In the present article, we seek to understand curricular configurations that can be assumed by the subjects Sciences and Biology in the indigenous school space. Through semi-structured interviews with indigenous and non-indigenous teachers working in different ethnic groups, we found and analyzed a great diversity of pedagogical practices. We argue for the incorporation and reaffirmation of traditional knowledge in / from the focused subjects, as well as the inclusion of the community in school decisions.