Agrobiodiversidade: uma via para a promoção do diálogo intercultural no ensino de Ciências

Abstract

We present the results of a survey whose general objective was to analyze the agrobiodiversity as a way to promote intercultural dialogue in science teaching for rural students, linked with their sociocultural realities. In this sense, we go through the following specific objectives: a) to investigate, through a systematic review in the existing literature, whether and how agrobiodiversity is related to science teaching. b) to problematize the educational documents of the city of Ipecaetá, Bahia. Brazil, such as: Municipal Education Plan of the City, Municipal Curriculum Reference and Pedagogical Political Plans regarding agrobiodiversity for the promotion of intercultural dialogue in science teaching. c) to identify science teachers' conceptions about agrobiodiversity and possibilities for its consideration in intercultural dialogue. This is a descriptive qualitative research, with a focus on the meanings attributed by the subjects and objects of the investigation. In this perspective, a systematic literature review was made, document analysis and empirical research were carried out through semi-structured interviews. Concerning to the systematic literature review, no studies were found that directly relate agrobiodiversity as a way to teach science. However, it appears that agrobiodiversity has been the subject of numerous investigations focused on its identification, uses, consumption, covering multiple areas of knowledge: health, food, law, environment, biodiversity and culture, among others. There is an indication that the academic environment has different interests in investigations about agrobiodiversity. However, it is possible to affirm that there is a long way to go in the direction of recording, valuing and broadly addressing agrobiodiversity, especially in the scope of its applicability to intercultural science teaching. The main results derived from the analysis of documents indicate that there is no indication of a specific curriculum for teaching science to rural students with an agrobiodiversity approach. There is an implicit indication of agrobiodiversity as a theme within the scope of education planning; there is explicit recognition of the consideration for the socio-culture of students from their rural bases. The research points in the direction that greater efforts and commitment are in attendance of the specificities of rural students and their contexts, for the formulation of pedagogical plans that direct towards closer strategies, with a view to explicitly inserting the agrobiodiversity approach and thus build ways to fill this gap in science teaching. Thus, the study may contribute to the construction of curriculum documents for science teaching in proposing future plans. About the empirical research, it is observed that the teachers are committed and have a great interest in attend the educational needs of the context of rural students, but they point to the insipidity of the working conditions, typical of the profession, lack of specific documental framework, pedagogical and formative for its effectiveness. Possibly, pedagogical practices are being forwarded in a simplistic way, prioritizing hegemonic teaching as a starting point. It is necessary to expand the immersion and inclusion of local socioculture as a pedagogical framework, considering the points of convergence between science and sociocultural aspects aligned with agrobiodiversity.