Educação escolar quilombola : contribuições da etnobotânica para o ensino de ciências e biologia a partir das reflexões de docentes

Abstract

This dissertation is a section of the project “Etnossaberes: perspective and challenges for the training of teachers working in quilombola” school education and aimed to identify the contributions of the ethnobotanical approach in EJA classrooms in the disciplines of Science and Biology, at the Escola Estadual Quilombola Tereza Conceição Arruda, located in the quilombola community Mata Cavalo, in Nossa Senhora do Livramento–MT. The theoretical discussion covered the concepts of the ethnobotanical approach; quilombola school education; quilombo, perspective of the knowledge and doings of traditional medicine, in addition to the Curricular Guidelines and Orientations for Quilombola School Education. To this end, a dialogue was established with authors such as Castilho (2011 and 2016), Albuquerque (2005), Diegues e Arruda (2001), Munanga (2009 and 2012), Arroyo (2013), among others. Methodologically, this is a qualitative study, in which ethnography is used, based on Geertz (1989), and action research, based on the precepts of Thiollent (1986, 2002). The data collection instruments used were participant observation, semi-structured interviews, and document analysis. According to the preliminary results, it was evident in the systematic review that encompassed this research, which comprised the productions from the period 2013-2018, the existence of gaps in studies on the relations of ethnobotany teaching in Science and Biology classes in quilombola communities. It was also found that the political pedagogical project of the school locus of the research is articulated with the official documents, which, although it still does not guarantee the implementation of the entire proposal contained therein, points to the fact that the school has knowledge and moves to comply and enforce the legal provisions related to their specificities, stages and modalities offered.