Problematização na educação intercultural: contribuições necessárias ao ensino de ciências

Abstract

In light of the diverse educational landscape in Brazil, it becomes imperative to comprehend and chart pathways through which science education can acknowledge and celebrate diverse cultures. In this context, intercultural education becomes not only compelling but also essential, particularly in ensuring that students from traditional communities have their knowledge duly recognized. Furthermore, it is crucial to imbue the teaching process with a problematizing approach, fostering a critical examination of the hegemonic influence of Western science in science classrooms, acknowledging the existence of traditional knowledge. Delving into questions and inquiries emerges as a necessary avenue for significant contributions. This research, structured as a multipaper format, aims to analyze the contributions of problematization through questions and inquiries in fostering intercultural dialogue in the teaching of science within traditional communities. The specific objectives include: a) investigating the contribuitions between the Freirean and Bakhtinian perspectives within intercultural scientific education through problematization; b) reflecting about the potential of local pedagogies in traditional communities to engage in problematization through questions and inquiries in the context of intercultural science teaching; c) analyzing how construction of a teaching sequence through problematization based on the sociocultural realities of students can favor culturally sensitive teacher training, particularly in the field of Biology. To address the first specific objective, the first chapter presents a theoretical study that connects the pedagogy of questioning and the problematizing teaching of Paulo Freire with the perspective of language construction of statements and interactions based on Bakhtin's Circle. This is complemented by the inclusion of questions and inquiries aimed at fostering intercultural scientific education. Emphasis is placed on promoting dialogical epistemic balance to comprehend the role of science and to plan intercultural problematizing statements, structures intended to encourage intercultural dialogue in classrooms, thereby promoting intercultural scientific education. In the second chapter, designed to fulfill the second specific objective, involves a study with a class from a public high school in the Retiro community in Coração de Maria/BA. Through a synthesis of conversations with students, the biology teacher, and the researcher, along with field notes, the study aims to analyze local pedagogies in this community, understand the traditional knowledge of students, and present intercultural problematizing statements applicable in science classrooms. The third specific objective originates the third chapter, in which the collaborative construction of an Intercultural Problematizing Teaching Sequence (IPTS) between the researcher and a Biology teacher was analyzed. As a result, there was an enrichment of the culturally sensitive profile, as well the relevance of community knowledge and the development of activities that are related to the local context. Thus, we underscore the importance of imbuing teaching with a problematizing approach that values the knowledge of students from traditional communities. The intentional planning of inquiries and questions, when planned and organized in intercultural problematizing statements, serves to provoke interactions and dialogues in classrooms, enhancing the comprehension of science as a culture among others and deepening the process of intercultural scientific education.