O ensino de ciências e os etnosaberes sobre as aves da comunidade Kaingang de Iraí/RS

Abstract

The present research was carried out in the Indigenous Land of Iraí, located in the municipality of Iraí in the state of Rio Grande do Sul. It sought to understand the cultural relations of the Kaingangs with the birds and to propose articulations on the subject involving the dialogue between traditional and Science contents aimed at the final years of elementary school. The research has a qualitative nature and the data were obtained through a semi-structured interview with the Kófas, elders of the community, that is, Living Libraries. From the record of traditional knowledge about birds, together with the kófas, it was possible to propose the articulation between ethnosaberes and school contents addressed in Science teaching. Therefore, an adaptation of the Sequential Learning proposed by Joseph Cornell was proposed, which contemplated the articulation of cultural knowledge about birds to school contents, involving field trips. We reiterate the need to build a differentiated curriculum that is close to the identity of the Kaingang people. We demonstrate that it is possible to relate and articulate cultural knowledge about birds to school contents, inserting them into the curriculum of the Indigenous school in search of a differentiated education. We defend Sequential Learning as an important methodology for working with birds in indigenous schools, as it promotes pedagogical practices that allow the articulation of ethnosabers and school contents from field trips, enhancing the approximation between human beings and nature.