O ensino de ciências e os espaços não-formais amazônicos: possibilidades de diálogos entre saberes locais e saberes científicos com alunos dos anos finais do ensino fundamental de uma escola estadual da cidade de Manacapuru-AM

Abstract

The Amazon region constitutes a cauldron of knowledge built by those who live there to solve real life problems, which demonstrate the close relationship between the Amazonian and nature. Thus, he learns to read the signs of the winds, the waters, and the forest itself from which he takes food and even medicine. Teaching Science opens possibilities for the articulation between local knowledge and scientific knowledge, combined with pedagogical strategies, such as visits to non-formal spaces, which can contribute to meaningful learning. In this perspective, qualitative research was developed with the general objective of understanding which dialogues are possible between local knowledge expressed by students at a state school in the city of Manacapuru-AM and scientific knowledge worked in the final years of Elementary School, comprising 35 students of the 6th and 7th years of the afternoon shift, at the Joaquim de Souza Coelho State School. This objective was elaborated in the search for an answer to the chosen research problem: what dialogues are possible between local knowledge and scientific knowledge with students in the final years of Elementary School at a state school in the city of Manacapuru-AM? The construction of the research data took place through a bibliographic survey, systematic and participant observation, carrying out a pedagogical workshop with pictorial records (drawings prepared by the students) and the use of questionnaires. Methodological triangulation was used for data analysis, which consists of establishing relationships between data obtained by different methods. The theoretical contributions of the research came from scholars in the area of Science Teaching, non-formal spaces and meaningful learning that made up the epistemological basis such as: Terán; Santos (2014), Chassot (2018), Ghedin (2012), Ausubel (2003) and Moreira (2010). The results obtained indicate that the nonformal spaces existing around the school offer great possibilities to work on Natural Sciences contents, promoting interaction between previous organizers and previous knowledge to, in a more efficient way, dialogue with scientific knowledge. Keywords: Science Education. Non-formal Spaces. Meaningful Learning.