Limites e potencialidades nas cartilhas da Escolinha Tamar em Arembepe/BA para a promoção do diálogo de saberes na perspectiva intercultural crítica

Abstract

The gap between science and tradition stands out as one of the dichotomies of modern science. The consequence of this gap is the universalization and consideration of scientific knowledge as superior, at the expense of repressing the knowledge of traditional communities. The dialogue of knowledge presents itself as a proposal to horizontalize the relations between the different types of knowledge, to enable the exchange between them. In this perspective, the Tamar Project reveals itself as a Project that has worked since its’ beginning in cooperation with the local fishermen community in the areas where it operates. In 2005 it founded the “Escolinha do Tamar”, located in Arembepe/BA, constituting a space for Environmental Education, Social Inclusion, and Cultural Enhancement, which between 2013 and 2019 developed the production of educational booklets by students, counting on the collaboration of teachers, fishermen, and people from the local community. Based on this context, this research is divided into four articles that aim, in general, to analyze the limits and potentialities in the primers of the Escolinha Tamar for the promotion of the dialogue between scientific knowledge and traditional knowledge in a critical intercultural perspective. As for the specific objectives, we highlight the following: analyze the perspective(s) of the relationship between scientific and traditional knowledge and the socio-cultural impacts of the Tamar Project on local communities, based on documentary research and systematic literature review; discuss how scientific and traditional knowledge can dialogue from a critical intercultural perspective, using the literature review methodology; To contextualize the process of production and use of the primers of the Escolinha de Arembepe/BA from the perspective of teachers and community, using narrative and semi-structured interviews; and, to analyze how scientific and traditional knowledge is approached in the primers, discussing the limits and potentiality of their use as educational material from an intercultural critical perspective, based on content analysis. Based on the studies developed, it is possible to identify that the Tamar Project arouses a feeling of appreciation for the people who are or were part of the Foundation at some point, establishing a strong relationship with local communities throughout its history. However, a certain limitation is identified in the research developed with these communities, so that: a) most of the works refer to the assimilation of scientific knowledge regarding the biology and conservation of sea turtles by the local populations; and b) for it to be possible to carry out the study about the socio-cultural impacts of the Tamar Project, the specificity of each location must be considered, taking into account the cultural diversity that runs along the Brazilian coast. Throughout the articles, some contradictions are observed both in the academic materials consulted about the socio-environmental impacts on local communities and in the speeches collected during the interviews regarding the objective defined by the Tamar Project's School and the distribution process of the booklets. Regarding the latter, the analysis carried out allows us to identify the difference in approach between the 2015 and 2019 booklets, so that the latter gives greater emphasis to cultural aspects, while the former predominates on biological aspects of the sea turtle and its life cycle. In general, both materials allow working with a critical intercultural perspective.