Integrando saberes sobre natureza: diálogos do ensino de ciências com o conhecimento ancestral na escola indígena Omágua/Kamberra, Baixo Rio Negro, Amazonas

Abstract

The Amazon is a region characterized by a plurality of life forms, standing out for its remarkable biological and sociocultural diversity, which arouses great interest among researchers at Science Education. Motivated by an experience lived in the Kanata Municipal Indigenous School T-Ykua, belonging to the Omágua/Kambeba people, located in the Negro River, Amazonas, the research seeks to investigate and understand the dialogues between Science Education and the ancestral knowledge about nature and the environment in this riverside school, located at 63 km from the headquarters of the municipality of Manaus. The study is based on the Dialectic theoretical current and is characterized as a qualitative, bibliographic and ethnographic research. To process the empirical data, discourse analysis, a dialectical approach, was used. In order to theoretically base the study, scientific discussions and perceptions about the ancestral knowledge were identified in the socio-cultural context of the Omágua/Kambeba, especially in relation to the culture and nature. In the dialogue with Science Education, it was possible to understand the approaches of Natural Sciences and their organization in the BNCC and in the Amazonian Curricular Referential. The fieldwork was conducted between 2021 and 2023. The ethnographic research investigates what ancestral knowledge about nature and the environment is mobilized in the Municipal Indigenous School Kanata T-Ykua, and how this knowledge interacts with the teaching of science. A historical tour of the curriculum of the Indigenous School was conducted at , starting from the corporate project and its reflections on the school organization of Kanata T-Ykua. The history of the school was narrated by the Kambeba voices, detailing the path traveled by the Kambeba people in the face of public policies of Indigenous School Education to achieve the school institution, highlighting the need to revitalize the Kambeba culture and language. We conclude that ancestral knowledge is linked to the nature. In the Kanata T-Ykua school culture, intercultural dialogues with the teaching of the sciences strengthen the formation of identity, preparing indigenous students to understand and dialogue with the society around them. Finally, we present proposals on what the experience in indigenous schools can teach to research in Science Education in the Amazon, seeking new directions for the area. Palavras-chave: Amazon and ancestral knowledge. Intercultural dialogues and teaching of science. Science education in the Amazon.