Between rivers of creativity and clearings of knowledge: the art of teaching science in the Amazon Rainforest

Abstract

This article aims to reflect on how teachers can adopt a fluid and creative stance, inspired by the winding rivers of the Amazon, to open clearings in knowledge and facilitate students' understanding within the Amazonian context. The investigation is aligned with the perspective of the philosophy of difference and uses Foucault's tool of care of the self as a reference, along with central ideas about creativity. Through qualitative educational research, the text initially proposes to reflect on the possibilities of using creativity in science teaching as a means to promote connections between knowledge and enrich learning. Then, it explores how creative pedagogical practices can be likened to opening clearings in the forest, where light and clarity emerge, illuminating paths to knowledge. Thus, the role of the teacher is highlighted as an agent who flows, adapts, and transforms science education into a dynamic process connected to the Amazonian context.