A abordagem investigativa no trabalho de ciências a partir dos conhecimentos tradicionais Kaingangs nos anos iniciais do ensino fundamental

Abstract

This work proposes to present a didactic sequence for the teaching and learning process of botany in indigenous school education, based on the investigative approach of Science aimed at the early years of elementary school. We sought to investigate the contributions of the investigative approach in working with traditional knowledge in the discipline of Science in the early years of elementary school. The methodology used is based on descriptive qualitative research and on the presentation and discussion of a proposal for an investigative teaching sequence. As a result of the research, we concluded that the development of the didactic proposal of botany allows the construction of scientific knowledge integrated with the traditional knowledge of the Kaingang indigenous community. The decision to work with a didactic sequence that inserted ethnobotany through an investigative approach favors the student being the protagonist of his teaching and learning process. Throughout the didactic sequence, activities were proposed that allow the student to explore their object of study, create explanatory hypotheses, produce and record data, communicate the results of their learning, developing Scientific Literacy (CA).