Intercultural knowledge

indigenous teachers’ conception of Science and Biology

Abstract

The increasing integration of indigenous peoples into the Brazilian political and educational context, particularly within schools and universities, is a result of public policies aimed at the inclusion of indigenous people in formal education. This process facilitates a valuable exchange of knowledge, contributing to a broader understanding of natural phenomena. Thus, the objective of this research was to analyze the conceptions of indigenous teachers in training from Maranhão State, Brazil, regarding the theme of “Science” and topics related to Biology. To achieve this, a methodology based on questionnaires was applied. The results revealed that these teachers possess extensive traditional knowledge about the environment, particularly concerning local biology, which originates from a deep cultural interaction with nature. This knowledge, transmitted over generations, allows an intuitive connection between the questions in the questionnaire and their responses, reflecting a holistic and practical view of Science. Furthermore, it became evident that the production of knowledge among indigenous peoples is a collective and experimental process, based on observation and the sustainable use of natural resources. It is concluded that the integration of traditional indigenous knowledge with scientific knowledge is essential to promote an enriching inter-epistemic dialogue between different cultures and knowledge practices.