As ciências da natureza na formação superior indígena: localizando relações entre cultura e ciência

Abstract

This research seeks to locate the contributions of intercultural licenciatura courses to the field of education, in the aspect of interculturality and the possible and necessary relationship between science and culture. Specifically, it aims to understand how the Pedagogical Projects of the Intercultural Licentiate Courses with emphasis on the Nature Sciences organize the knowledge of the original cultures, in relation to the academic / scientific knowledge. Through a qualitative research the documentary analysis of five pedagogical projects of course, implanted in federal universities from the demands of the indigenous movements was realized. As a method of analysis and interpretation of the selected documents, Content Analysis was used, emerging three categories that stood out, pointing out the advances or differentials that these degrees present, namely: interculturality and intercultural practices, indigenous protagonism and articulation relations between science and cultural knowledge. As contributions, it is pointed out that the indigenous protagonism happens from the creation of these courses, through the action of the indigenous movements for an education aimed at their interests and specificities, as well as, from the implementation of these degrees, in the management and monitoring spaces of these courses, and also in teaching and participation in the formative processes in the communities and in the university. The relationship between science and culture is stressed from the critical interculturality, which points to the construction of a more pluralistic society, less hierarchical and more dialogical. Thus, the analyzes of the categories indicate that the contribution of intercultural licenciatura courses to the emphasis in the Nature Sciences has allowed the construction of formative processes in tune with the demands of their communities, reflecting on the need of the adaptation of the scientific model to the knowledge production according to their cosmovisions, ways of feeling and thinking, and allowing indigenous knowledge also to compose the theoretical and epistemological field of university spaces, with a view to overcoming the coloniality of being, knowledge and power.