O que o Jenipapo tem a nos ensinar? os conhecimentos tradicionais na educação em ciências em uma escola no contexto amazônico

Abstract

Considering and debating social and cultural issues in schools makes it possible to access knowledge, whether scientific, technological, or traditional. Thus, after many questions and investigations, this dissertation has the following problem questions: “What do students, in the third year of high school at a Public School in the city of Codajás – Amazonas, say about genipapo? How does traditional/local knowledge about genipapo relate to school scientific education?” Seeking to value the cultural knowledge and practices surrounding genipapo and the recognition of its value for the Amazon region, this dissertation aims to understand students' traditional/local knowledge about genipapo and its relationship with scientific education in a Public School in interior of Amazonas. The methodology used is qualitative in nature, with semi-structured interviews and a questionnaire being applied to third-year high school students at a Public School in the municipality of Codajás - AM. To analyze the responses, the Discursive Textual Analysis technique of Moraes and Galiazzi (2006) was used, describing each step of the stages of: unitarization - fragmentation of empirical and theoretical units; Categorization – construction and mobilization of emerging and a priori categories; Metatext - production of an authorial argumentative and interpretative text. As a theoretical-analytical reference for discussing the results, texts from the area of science education were established, such as research that deals with Latin American STS and decolonial thought. The results show that working with genipapo in basic education allows us to build possibilities for dialogue with popular, scientific, and school knowledge. From this perspective, in addition to contextualizing Chemistry content, it is possible to observe the appreciation of biodiversity in the Amazonian context. Through the analysis of students' statements regarding the cultural profile of the typical fruit “genipapo”, through ATD we created four metatexts with the following themes: I - Jenipapo in everyday life; II- Jenipapo at school: Recognition of students’ experiences; IIIIdentification of the intertwining of traditional and scientific knowledge about genipapo in educational practices VI- The lack of intersection of traditional and scientific knowledge from the students' perspectives, bringing meanings and perspectives for improving the teachinglearning process for the contextualization of routine experiences of students. Therefore, we consider traditional/everyday knowledge about genipapo at school to be relevant to show other views, not just chemical and biological aspects, about such a well-known fruit in the region. Thus, defending science teaching from a decolonial perspective, we emphasize that the relevance attributed to local knowledge about genipapo does not mean denying scientific/school knowledge, but considering that scientific education can be enriched and given new meaning when interacting with historical dimensions, cultural and social of students in the Amazon context.