Narrativas populares alternativa didática ao ensino de ciência

Abstract

The paper is based on a reflection about different types of implied knowledge in the narratives of the river population from the Tefé National Forest, and its practical application in the teaching-learning process in Natural Sciences. The research leads to the possible intersection between knowledge originating from ethno-science, and their traditions; and the scientific knowledge sanctuarised in mixed-grade schools curricula, composed of elementary school students. The work aims to demonstrate that narratives such as storytelling, myths and legends works as cognitive stimulants, arousing the curiosity and fostering new perspectives of understandings of the conceptual, procedural, and behavioring contents, in Natural Science teaching, since learning in a meaningful way requires to use complex cognitive processes and schemes. This was a qualitative study based on a phenomenological approach guided by references to Anthropology, Biology, Literature, Psychology and Pedagogy. The results indicate a lack of studies about the relationship between local and popular Literature and Natural Science Education, and the narratives derived from local imagination, especially myths, legends and tales, which provide possibilities to circumvent two major illiteracies: scientific and literature. Keywords - Popular Narratives. Didactic. Natural Science Teaching