Etnoconhecimento como possibilidade de diálogo no ensino de ciências : um estudo de caso na comunidade Vale do Amanhecer, Juruena-MT

• Ano de defesa: 2016
• Autor(a) principal: Santos, Antonio Carlos Faneca
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Física (IF); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Ensino de Ciências Naturais
• Palavras-chave em Português: Educação; Castanha do Brasil; Aprendizagem significativa; CNPQ::CIENCIAS EXATAS E DA TERRA; Education.; Brazil’s nut; Meaningful learning
• Link de acesso: http://ri.ufmt.br/handle/1/2167

The conception of education has transgressed over the centuries. With regards to education, there was an area that remains notoriously undeveloped, known as the campesino space, an area traditionally seen as inhospitable, and with little hope in future prospects. As a result, little, even no investment to education was carried out in these locations. The growing popular demonstration for quality education with educational proposals that school education of minority classes as right in their specificities and diversities brings with it the need to rethink concepts of teaching, curriculum and methodologies. This emerging situation leads us to reflect on the teaching practice with consistency between theory and practice. This research goal was to try to understand how to give the pedagogical learning relations between the school, and the peasant community, interacting the knowledge of local human populations (ethnoknowledge) and formal knowledge (scientific). Aiming answers to these questions, we sought to understand this process under the light of Ethnoknowledge and science teaching. In this perspective, this research was conducted in the community Nossa Senhora de Fátima school, located in the Valley Dawn settlement, municipality of Juruena, Mato Grosso State. Such research was developed as a study case, using school documents’ analysis like Pedagogical Political Project, teaching planning, among others. Interviews with members of the school community, and the local Cooperative members were also conducted. Considering our data analysis, we could conclude that there is a need to change the approach in how concepts in the field of Natural Sciences are teach, using methodological procedures contemplating Brazilian nut, a local common product, and widely used by the local community. Thus, it was proposed to the school faculty that they undergo pedagogical training. This training was based on David Ausubel’s theory of meaningful learning, with our research placing on natural sciences concepts emphasis, considering biological, ecological, management and collection, storage and treatment aspects processing and marketing of Brazil nuts. The results led to the construction of a didactic guide called "The Educational Path of Brazil’s nut" as a pedagogical support instrument to elementary school teachers, who work with Natural Sciences education. This research seeks to indicate a growing demand in the need to review how curriculum is teach, allowing the educator to work effectively in a perspective of meaningful and critical learning, under the light of authors referenced herein. Connecting the teaching of natural sciences to the daily lives of the students, especially those who live in this great green laboratory, known as the campesino space.