A Duniya sò Diagni propostas para a descolonização do didático no ensino de história, ciências da natureza e matemática no 1º ano do ensino médio: um sentido para a origem do mundo e da vida a partir da astronomia Dogon

Abstract

Facing the Brazilian socio-historical phenomena, demarcated by coloniality, this thesis aimed to analyze a Study and Research Path (PEP), which integrates Dogon Astronomy, centered on decolonized didactic proposals for the teaching of History, Chemistry, Physics, Biology and Mathematics of the 1st Year of High School. The investigative route is a black-decolonial perspective that seeks to promote dialogues and constructions for the fulfillment and applicability of article 26 - A of the Brazilian Education Guidelines and Bases Law 9394/1996 in Basic Education. Despite the vast repertoire of research and productions based on the education of ethnic-racial relations, previous studies reveal the persistence of colonized praxeologies and ecological restrictions, the result of epistemic and scientific racism, resulting in a didactic void in the classroom. In this way, the research is based on the Anthropological Theory of Didactics, under the methodological infrastructure of the Path of Study and Research for Teacher Training. The methodological design aligns decolonial studies, based on Afro referenced perspectives, using Dogon Astronomy (Mali) as scientific school knowledge. The construction was permeated from the didactic tool of the PEP, for decolonization, with continued formations in two moments: first, the course A TAD for an integration of the African contributions and the peoples of the diaspora to the practices of professors of history, mathematics and sciences of nature, which promoted didactic studies integrated with the historical perspectives of African sciences in teaching; and, second, Bojuwo Awòn Irawò: Ancestral Astronomy as a path to the decolonization of teaching practice, which modeled didactic proposals using ancestral astronomy as a didactic path for the (re)construction and transposition of school knowledge in order to recognize, enhance and disseminate the reason for the origin of the universe and life in history, chemistry, physics, biology and mathematics classes. The results revealed: the lack of knowledge of the various African sciences in higher/basic education - like the Dogon people and sciences, the absence of African epistemologies in the initial training of teachers(s), the difficulties in linking the stories of African sciences to school contents , official sayings, of science teaching (exact, nature and humanities). It was also revealed how the authorial production of the didactic video “The Creation of the Dogon World” potentiated and made possible other constructions in the didactic systems to be applied in the respective classes. ) teachers, where epistemic and didactic vigilance become postures that give rise to decolonial phenomena to be implemented in their didactic proposals on the classroom floor.