Educação científica intercultural: contribuições para o ensino de química nas escolas indígenas Ticuna do Alto Solimões - AM
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2018-06-28
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Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa abarca reflexões fundamentadas nos estudos pós-coloniais de Fanon (1963), Said (1978) e Bhabha (1998) que ajudam a pensar sobre o modelo de ensino de ciências/química que vem se estabelecendo nas escolas indígenas Ticuna, levantando tais questionamentos: Qual é o modelo atual de ensino de química estabelecido nas escolas indígenas? Quê modelo de ensino os indígenas desejam? Quais são as mudanças necessárias? A pesquisa foi realizada durante seis (6) meses em quatro comunidades indígenas Ticuna do Brasil na região do Alto Solimões-AM por meio de um estudo etnográfico fundamentado nos estudos de Bourdieu (1987, 20012) e Malinowski (1977), onde se buscou objetivar os agentes sociais e o próprio pesquisador para a compreensão do pensamento indígena sobre educação e vivenciar a realidade indígena para conhecer sobre os seus conhecimentos tradicionais. Obviamente que para obter as informações em campo, recorreu-se aos instrumentos analíticos, como: diário de campo, observação direta e indireta, entrevistas e registros fotográficos. As relações estabelecidas in situ foram compreendidas através das observações diretas, registros de conversas informais e entrevistas gravadas feitas com as lideranças comunitárias, moradores, professores indígenas e gestores escolares (24 participantes no total). Assim as categorias discutidas nesta tese não foram definidas a priori, mas apareceram à medida que a pesquisa etnográfica acontecia, ou seja, conforme o discurso revelado pelos “agentes sociais”. Evidentemente, que para compreender o discurso do campo educativo foi necessário provocar os agentes sociais a relatar sobre questões que envolvessem: educação intercultural, ensino de química ou escola indígena. Dessa forma, as categorias que apareceram se tornaram essenciais para a tessitura das discussões fundamentais a respeito da educação intercultural, do currículo escolar indígena, do campo político da educação escolar indígena, entre outros. Em geral, os resultados mostram que o ensino de ciências atual estabelecido nas escolas indígenas Ticuna é de caráter bilíngue e bem tradicional. O capital cultural científico tem predominado dentro da sala de aula, havendo o consenso entre os Ticuna de que é necessário mudar. A busca por mudanças no funcionamento da escola é constante, mas os indígenas ainda encontram bastantes dificuldades, como problemas de formação, avaliação, currículo fechado, pedagogias tradicionais, entre outros. Assim, das contribuições suscitadas neste estudo, pode-se afirmar que há a composição de um quadro teórico sobre a epistemologia dos conhecimentos tradicionais Ticuna identificados como: cosmológicos, fenomenológicos, históricos e sustentáveis que ajudam a compreender aspectos próprios da cultura, há propostas sobre a composição de um currículo de ciências/química mais integrado e aberto aos conhecimentos tradicionais e há também a sugestão de estratégias didáticas pedagogicamente mais sensível à cultura indígena, que podem tornar as aulas de química mais interessantes a realidade local.
This research encompasses reflections based on Fanon's (1963), Said (1978) and Bhabha (1998) postcolonial studies that help to think about the model of science/chemistry teaching that has been established in Ticuna indigenous schools, raising such questions : What is the current model of teaching chemistry established in indigenous schools? What model of education do the Indians wish? What are the necessary changes? The research was carried out for six (6) months in four Ticuna indigenous communities of Brazil in the region of Alto Solimões-AM through an ethnographic study based on Bourdieu (1987, 20012) and Malinowski (1977), where social agents and the researcher himself to understand indigenous thinking about education and experience the indigenous reality to know about their traditional knowledge. Obviously, to obtain the information in the field, we used analytical instruments such as: field note, direct and indirect observation, interviews and photographic records. The relationships established in situ were understood through direct observations, records of informal conversations, and recorded interviews with community leaders, residents, indigenous teachers, and school administrators (24 total participants). Thus the categories discussed in this thesis were not defined a priori, but they appeared according with the events of ethnographic research, that is, according to the discourse revealed by the "social agents". Evidently, in order to understand the discourse of the educational field, it was necessary to provoke social agents to report on issues that involved: intercultural education, chemistry teaching or indigenous school. In this way, the categories that have appeared have become essential for the discussion of fundamental questions about intercultural education, indigenous school curriculum, and the political field of indigenous school education, among others. In general, the results show that the current science education established in Ticuna indigenous schools is bilingual and very traditional. Scientific cultural capital has predominated within the classroom, there being consensus among the Ticuna that it is necessary to change. The search for changes in the functioning of the school is constant, but the indigenous people still encounter very difficulties, such: as problems of formation, evaluation, closed curriculum, traditional pedagogies, among others. Thus, from the contributions made in this study, it can be affirmed that there is a theoretical framework on the epistemology of the Ticuna traditional knowledge identified as: cosmological, phenomenological, historical and sustainable that help to understand cultural aspects; suggestion to teh composition of a science / chemistry curriculum more integrated and open to traditional knowledge and there is also the proposal of didactic strategies pedagogically more sensitive to the indigenous culture that can make chemistry classes more interesting the local reality.
This research encompasses reflections based on Fanon's (1963), Said (1978) and Bhabha (1998) postcolonial studies that help to think about the model of science/chemistry teaching that has been established in Ticuna indigenous schools, raising such questions : What is the current model of teaching chemistry established in indigenous schools? What model of education do the Indians wish? What are the necessary changes? The research was carried out for six (6) months in four Ticuna indigenous communities of Brazil in the region of Alto Solimões-AM through an ethnographic study based on Bourdieu (1987, 20012) and Malinowski (1977), where social agents and the researcher himself to understand indigenous thinking about education and experience the indigenous reality to know about their traditional knowledge. Obviously, to obtain the information in the field, we used analytical instruments such as: field note, direct and indirect observation, interviews and photographic records. The relationships established in situ were understood through direct observations, records of informal conversations, and recorded interviews with community leaders, residents, indigenous teachers, and school administrators (24 total participants). Thus the categories discussed in this thesis were not defined a priori, but they appeared according with the events of ethnographic research, that is, according to the discourse revealed by the "social agents". Evidently, in order to understand the discourse of the educational field, it was necessary to provoke social agents to report on issues that involved: intercultural education, chemistry teaching or indigenous school. In this way, the categories that have appeared have become essential for the discussion of fundamental questions about intercultural education, indigenous school curriculum, and the political field of indigenous school education, among others. In general, the results show that the current science education established in Ticuna indigenous schools is bilingual and very traditional. Scientific cultural capital has predominated within the classroom, there being consensus among the Ticuna that it is necessary to change. The search for changes in the functioning of the school is constant, but the indigenous people still encounter very difficulties, such: as problems of formation, evaluation, closed curriculum, traditional pedagogies, among others. Thus, from the contributions made in this study, it can be affirmed that there is a theoretical framework on the epistemology of the Ticuna traditional knowledge identified as: cosmological, phenomenological, historical and sustainable that help to understand cultural aspects; suggestion to teh composition of a science / chemistry curriculum more integrated and open to traditional knowledge and there is also the proposal of didactic strategies pedagogically more sensitive to the indigenous culture that can make chemistry classes more interesting the local reality.
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Palavras-chave
Educação intercultural, Estudos culturais para o ensino de ciências, Estudos pós-coloniais, Ensino de química e conhecimentos indígenas, Intercultural education, Cultural studies for the teaching of sciences., Postcolonial studies, Teaching chemistry and indigenous knowledge