Interculturallity and traditional knowledge about the moon in teacher training at the/of rural education

• Main Authors: Rodrigo dos Santos Crepalde, Verônica Klepka, Tânia Halley Oliveira Pinto
• Format: Article
• Language: English
• Published: Universidade Federal do Tocantins 2017-12-01
• Series: Revista Brasileira de Educação do Campo
• Subjects: Traditional Knowledge; Intercultural Science Education; Rural Science Teacher Education
• Online Access: https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/3643/12029

ABSTRACT: The treatment given to traditional knowledge by school science tends to devalue it, subjecting it to naive, common sense, and even mythological vision. As a way of promoting dialogue and exchange between different cultures, which populate the classroom, interculturallity assumes that science education should be considered as the acquisition of yet another culture, without overcoming the validity of the others. This article presents a concrete case of teaching and learning of the physical sciences as an example of promoting the recognition of traditional knowledge about the Moon in a context of intercultural rural science teacher education. They are discussed representative excerpts of written productions of undergraduate rural education, major in natural sciences, conducted in the discipline of Introduction to Physics that aimed to argue about how scientific and traditional knowledge are related to the Moon and its implications for science teaching. It is noted that traditional knowledge is strongly intertwined with the social practices of communities of these graduates, pointing out the necessary inclusion of this knowledge in the intercultural rural science teacher education that stimulates the exchange and mutual enrichment.