Ensino de ciências no currículo do Piauí (2020) : legados coloniais e possíveis brechas decoloniais (interculturais críticas)

• Ano de defesa: 2023
• Autor(a) principal: Oliveira, Dagmar Braga de
• Orientador(a): Lucini, Marizete
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Educação
• Palavras-chave em Português: Ensino de educação; Ensino de ciências; Currículos; Piauí; Ensino fundamental; Educação; Estudos interculturais; Currículo do Piauí; Interculturalidade
• Palavras-chave em Inglês: Education; Curriculum of Piauí; Science teaching; Interculturality
• Palavras-chave em Espanhol: Educación; Plan de estudios de Piauí; Enseñanza de las ciencias; Interculturalidad
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://ri.ufs.br/jspui/handle/riufs/18298

This research aims to understand the colonial legacies and propose possible decolonial gaps, based on the curricular proposal of Elementary School (final years) in Piauí (2020), for science teaching. Objective that emerges from our concern about a possible horizon for the elaboration of curricular proposals sensitive to the diversity of knowledge in a country of continental dimensions like Brazil. The theme that we propose to investigate implies looking at a thorny scenario and of intense disputes, but we consider that proposing discussions that awaken to the elaboration of less oppressive curricula and contemplate intercultural dialogues between the knowledge constructed throughout our existences, as a people, that has existed and (re) existed to epistemic colonial practices throughout history, is a constant task. Thus, we articulate the following specific objectives: a) Evidencing the methodological theoretical assumptions for science teaching, adopted in the Elementary School Curriculum (final years) in Piauí; b) Identify and question the place or non-place of traditional knowledge in the Elementary School Curriculum (final years) in Piauí, regarding the Science curriculum component; c) Analyze the colonial legacies and propose possible decolonial gaps (critical intercultural), based on the Elementary School Curriculum (final years) in Piauí, regarding the Science curriculum component. To this end, we propose carrying out qualitative research of a documentary type, where we design, as a methodological itinerary, a proposal for analysis and reflection, about the document entitled “Curriculum of Piauí: a milestone for the education of our state”, published in 2020, anchored in the theoretical-methodological assumptions of Orlandi's Discourse Analysis. The text is organized into 06 sections, with the first section consisting of introductory approaches; in the second section, we discuss the literature review; in the third section, we share the data and discussions regarding the results produced around the analysis of the document “Curriculum of Piauí: a milestone for the education of our state”; the fourth section exposes the process of identifying and questioning the place or non-place of traditional knowledge in the Elementary School Curriculum (final years) in Piauí, concerning the curricular component of Sciences; in the fifth section, there is an analysis of colonial legacies and an indication of possible decolonial gaps based on the Elementary School Curriculum (final years) in Piauí, concerning the curricular component of Science; and in the sixth section we present an overview of the analyzes showing that the theoretical-methodological assumptions indicate a worrying panorama, due to the evidence of the predominance of contradictions of the philosophy proposed in the document in relation to the materialization of the Science curriculum organizer, a fact that highlights the tricks the document's democratizing veneer; the identification of the non-place of traditional knowledge, aligned with the robustness of the ten colonial legacies, and the proposition of ten decolonial gaps (critical intercultural) for the Curriculum Proposal for Elementary Education (final years) of Piauí (2020), specifically for the teaching of sciences. The analysis carried out pointed to the continuity of the colonizing project in the state of Piauí, materialized in the identified colonial legacies, impelling us to reflect on the need to propose decolonial gaps as strategies for epistemic insurgencies.