A Interculturalidade e os pressupostos CTS: um estudo de caso no contexto da educação escolar indígena

Raul Oliveira Orcy da Silva; Karen Cavalcanti Tauceda; Roniere dos Santos Fenner

doi:10.34624/id.v16i3.38616

Authors

Raul Oliveira Orcy da Silva Licenciatura em Educação do Campo – Departamento Interdisciplinar & Campus Litoral Norte – Universidade Federal do Rio Grande do Sul https://orcid.org/0009-0007-8403-4724 (unauthenticated)
Karen Cavalcanti Tauceda Licenciatura em Educação do Campo – Departamento Interdisciplinar & Campus Litoral Norte – Universidade Federal do Rio Grande do Sul https://orcid.org/0000-0002-4600-0677 (unauthenticated)
Roniere dos Santos Fenner Licenciatura em Educação do Campo – Departamento Interdisciplinar & Campus Litoral Norte – Universidade Federal do Rio Grande do Sul https://orcid.org/0000-0002-3246-8164 (unauthenticated)

DOI:

https://doi.org/10.34624/id.v16i3.38616

Keywords:

Indigenous school education, meaningful critical learning, interculturality, teaching internship

Abstract

The article addresses interculturality and the presuppositions of Science, Technology, and Society (STS) in the meaningful and critical teaching of sciences, in a case study conducted during the teaching internship at an indigenous school. The research was developed at the State Indigenous School of Elementary Education Kuaray Rese, located in Osório, Rio Grande do Sul, Brazil, with the aim of investigating the pedagogical practices of the discipline “Teaching Internship 1 - Final Years Sciences”. The school serves the Mbya Guarani indigenous community of Tekoa Kuaray Rexë, which migrated to Osório in 2007, and has a structure with multi-grade classes of Early Childhood Education and Elementary Education. The study was based on theoretical frameworks such as those of Paulo Freire, Marco Antônio Moreira, David Ausubel, Eliane Potiguara, and Brazilian legislation on indigenous school education, highlighting the importance of a pedagogical approach that respects the culture and identity of indigenous peoples. The methodology adopted was qualitative, with reflective analysis of observed practices and development of lessons based on students’ prior knowledge and reality, in search of meaningful and contextualized learning. This research in indigenous school education highlighted the importance of respecting students’ time and culture, and the need for education that values local knowledge and promotes meaningful and critical learning.