O artesanato kaingang como tema para o ensino de ciências em escolas indígenas

Abstract

This Final Course Project has as its theme "Kaingang handicrafts as a proposal for teaching Science in indigenous schools", with the main objective of: developing a didactic proposal for teaching Natural Sciences in indigenous schools using materials from indigenous culture. For the development of this work, the following specific objectives were established: To value indigenous culture in order to motivate science classes; To identify the use of handicrafts to involve culture in science teaching; To understand the methods used in the making of handicrafts, seeking to identify the cultural knowledge and science content involved; Define, study, and relate scientific concepts to associate them with the processes of treating materials in the preparation of handicrafts; Revitalize the use of handicrafts in the classroom to motivate indigenous students in science education; Develop a didactic proposal for science education in indigenous education involving popular knowledge to bring scientific content closer to the cultural reality of the Kaingang people. This research stems from the understanding that science education should value traditional knowledge and recognize handicrafts as an important expression of knowledge, memory, and identity of indigenous peoples. Through handicrafts, it is possible to work with scientific concepts related to nature, the materials used, transformation processes, and sustainability, strengthening the link between school knowledge and the community's way of life. This research is qualitative and descriptive in nature, based on theoretical frameworks regarding indigenous education, interculturality, and contextualized science teaching. The study was developed from bibliographic research and observation of the cultural practices of the Kaingang community, seeking to understand how artisanal production processes can be used as pedagogical resources in the classroom. This research proposes didactic activities that start from the students' experiences, integrating traditional knowledge with scientific content in a dialogical and meaningful way. The results indicate that the use of crafts as a theme in science education contributes to strengthening cultural identity, valuing the knowledge of elders, and promoting intercultural learning, in which students recognize themselves as protagonists in the educational process. It is concluded that this approach allows for a pedagogical practice that respects Kaingang culture, while at the same time broadening the understanding of natural and scientific phenomena, favoring the construction of a more inclusive, critical and culturally rooted science education.