Potencialidades e desafios ao ensino de ciências em uma escola indígena kurâ-bakairi a partir da pesca com o timbó : perspectivas intercultural e decolonial

• Ano de defesa: 2019
• Autor(a) principal: Jesus, Yasmin Lima de
• Orientador(a): Lopes, Edinéia Tavares
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Ensino de Ciências e Matemática
• Palavras-chave em Português: Povos indígenas; Educação; Pesca; Aldeias indígenas; Timbó; Educação escolar indígena; Ensino de ciências naturais; Perspectiva intercultural; Povo indígena Kurâ-Bakairi; Pesca com o timbó; Perspectiva decolonial
• Palavras-chave em Inglês: Indigenous school education; Natural sciences teaching; Intercultural perspective; Kurâ-Bakairi indigenous people; Timbó fishing; Decolonial perspective
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://ri.ufs.br/jspui/handle/riufs/11412

The present research aims – in order to contribute with what the demands and struggles of the Brazilian indigenous movement and the legal norms that guide the teaching of the Indigenous School Education modality from a specific, differentiated, bilingue / multilingual school , community and intercultural - understand how fishing with timbó is a theme of teaching in the area of Natural Sciences in an indige-nous school, pointing out some potentialities and challenges from the intercultural and decolonial per-spectives. Timbó fishing is carried out by some indigenous groups with the use of a liana (popularly known as timbó) which, after being "crushed" in the water, intoxicates the fish. Intoxication is caused by a substance called rotenone, present in the "broth" of the timbó. The fish, after being intoxicated, begin to emerge, in other words, to "float", and can be easily caught by hand, with the aid of bow and arrow or a spear. At the same time, in order to understand the dialogue between knowledge from the fishing with the timbó in the teaching of the Nature Sciences, we are based on the theoretical assump-tions of the critical intercultural perspective and decoloniality (ESCOBAR, 2003; QUIJANO, 2000, 2009, 2012; WALSH, 2005, 2007, 2012, 2013; GROSFOGUEL, 2009; CANDAU, 2010, 2013; FLEURI, 2003, 2012, 2014). We consider it to be a path in the search for the understanding of how the thematic timbó fishing can contribute to a possible promotion of the decolonization of science curricula in this school, pointing out other epistemologies (SANTOS, 2006, 2010). The study has as a methodo-logical approach the qualitative research of the descriptive type (BOGDAN; BIKLEN, 2003; FLICK, 2007) and with an ethnographic perspective (GEERTZ, 1989), being carried out in an indigenous school of the Kurâ-Bakairi people of Aturua village, in the municipality of Paranatinga, state of Mato Grosso. The subjects of this research are: the science teacher Kurâ-Bakairi and a representative of this commu-nity. For the constituion of the data, documentary analysis, observations and dialogues between re-searchers, science teacher and community representative were carried out on the potentialities and chal-lenges of timbó fishing in his school. The analysis of the data was carried out from the Discourse Anal-ysis, in the sense of the notion of genres of the discourse of Bakhtin (2003). Our understanding, from the dialogues with the teacher and the representative of the community, is that the timbó fishing was constituted as a potential of dialogue between knowledge. The pedagogical practices elaborated by the teachers of the school in which we conducted our research evidenced how much these teachers seek to reconstruct their praxis, based on the challenges posed by the inheritance of a teaching of colonized Nature Sciences, explained, among others, in the absence of specific textbook to the indigenous school reality. Thus, these teachers, in addition to selecting what they consider important in the textbook, have elaborated several didactic activities, in different areas of school knowledge, from the timbó fishing. We also point out the intention to deepen the understanding also in the form of explanation of Science. Finally, they point out to us, from the formation of the timbó fishing as a subject of school teaching and learning, questions for the teaching of Science and also for the practice of this people. They elucidate, in their statements, the diverse potentialities and challenges of this intercultural dialogue, as well as the effects of coloniality. Based on the theoretical assumptions in these perspectives and the results of this research, our understanding is the practice of timbó fishing as a potentiator of the establishment of dia-logue between knowledge, contributing to the parity of rights as indigenous peoples have access, in addition to their traditional knowledge , to the knowledge of science, for which they are re-designated and according to their needs and desires for the future. However, we emphasize that understanding and mobilizing the encounter between these different worldviews is a challenge, since it includes a break with the logic of colonial thought.