Da tenda de farinha à sala de aula: as relações estabelecidas por licenciandos do campo com os conhecimentos tradicionais e o científico

• Ano de defesa: 2022
• Autor(a) principal: Tânia Halley Oliveira Pinto
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FAE - FACULDADE DE EDUCAÇÃO; Programa de Pós-Graduação em Educação - Conhecimento e Inclusão Social; UFMG
• Palavras-chave em Português: Conhecimentos tradicionais; Diálogo intercultural; Ensino de ciências; Educação do campo; Superposições parciais de epistemologias; Integração de conhecimentos; Educação; Professores de educação do campo - Formação; Ciência - Estudo e ensino; Ciência - Estudo e ensino - Métodos de ensino; Abordagem interdisciplinar do conhecimento na educação; Tradição oral - Aspectos educacionais
• Link de acesso: http://hdl.handle.net/1843/46581

Science teaching is naturally a territory of disputes between scientific and non-scientific discourses, where the conceptions that people carry about the world intersect, that is, their worldviews that they build and share within society. In order to understand what relationships students of the Rural Education course established between traditional knowledge, from their communities, and scientific knowledge in teaching-learning situations in the academic-school environment, we analyzed the final reports of the Compulsory Supervised Curricular Internship IV. Theoretically, we anchor ourselves in Boaventura de Sousa Santos and his constructs about overcoming the abyss between distinct knowledge systems towards an ecology of knowledges and in Ludwig and El-Hani's (2020) discussions that bet on intercultural dialogue based on partial overlaps as a possible way to find commensurability and correlate knowledge. In our analyses, we have methodologically used the Textual Discourse Analysis, which allowed us to characterize 4 types of graduate students' attitudes towards the dialogue they were able to build between the knowledges: the absence of intercultural dialogue between the knowledges; potentiality for intercultural dialogue; presence of intercultural dialogue still without establishing a link with the traditional knowledges; presence of intercultural dialogue from the work with the traditional knowledges. We noticed that there were elements, conditions or contexts that contributed to the emergence of the relations that were established; however, what mattered the most for the construction of intercultural dialogue was the undergraduates' personal posture, marked by their bonds with rural education.