O Ensino da astronomia cultural: uma revisão integrativa

• Ano de defesa: 2025
• Autor(a) principal: Chiapetti, Renan Adriano
• Orientador(a): Zara, Reginaldo Aparecido
• Banca de defesa: Zanatta, Shalimar Calegari , Lübeck, Marcos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Foz do Iguaçu
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino
• Departamento: Centro de Educação Letras e Saúde
• País: Brasil
• Palavras-chave em Português: Astronomia cultural; Multiculturalismo; Ensino de astronomia
• Palavras-chave em Inglês: Cultural astronomy; Multiculturalism; Astronomy teaching
• Palavras-chave em Espanhol: Astronomía cultural; Multiculturalismo; Enseñanza de la astronomía
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: https://tede.unioeste.br/handle/tede/8092

The teaching of Astronomy, as the science that studies celestial bodies, their formation, exploration, and the production of knowledge about the universe, has historically focused on Eurocentric models such as geocentrism and heliocentrism. On the other hand, Cultural Astronomy (CA) is emerging as a field of knowledge that explores how different cultures interpret astronomical phenomena that impact their survival and identity. In Brazil, Laws No. 10639/03 and No. 11645/08, which mandate the inclusion of Afro-Brazilian, African, and Indigenous culture in the curriculum, have helped to drive research in Cultural Astronomy. Furthermore, the National Common Curricular Base (NCCB) incorporates Astronomy among the thematic axes to be addressed in Basic Education, and CA can be an ally in introducing ethnic-racial themes into various areas of the curriculum. This work explores the teaching of Cultural Astronomy through an integrative literature review, aiming to deepen the discussion on its integration into formal education by depicting how this content has been approached to date. The data was collected from Google Scholar and the Periodicals Portal of the Coordination for the Improvement of Higher Education Personnel (CAPES). The search was conducted using the descriptors “Cultural Astronomy” and “Teaching,” combined with the Boolean operator “AND.” The selected time frame was from January 2014 to December 2023. Finally, the results of the corpus analysis are presented in two modalities: a quantitative analysis that explores the academic production on the teaching of Cultural Astronomy regarding the number of works in the corpus and the predominant thematic subareas; and a qualitative analysis that details the works published in each of the identified thematic subareas. The analysis of the corpus reveals significant convergences in the academic production on Cultural Astronomy in education. In articles from conference proceedings, a balanced distribution is observed among four categories: analysis of teaching materials, development of pedagogical resources, exploration of the topic, and experience reports. In contrast, articles published in journals show an emphasis on the production and evaluation of teaching resources and the critical analysis of educational materials. However, in both, a Eurocentric view persists, with little value placed on Indigenous, African, and Afro-Brazilian knowledge. Although there have been advances in incorporating Cultural Astronomy into teaching, the treatment of the topic remains superficial, fragmented, or decontextualized. These limitations indicate the need for greater inclusion of diverse cultural perspectives and more integrated approaches that connect traditional knowledge with contemporary sociocultural contexts. Thus, this research highlights gaps that must be overcome to expand the pedagogical and scientific impact of this field of study.