"Quem conta um conto aumento um ponto": Diálogos no ensino de ciências com os saberes tradicionais

Abstract

Science teaching requires reflections aimed at bringing together different forms of knowledge in order to promote fairer social interactions that are not based on the hegemony of one form of knowledge over another. In this sense, working with stories can potentially promote intercultural dialogue, by opening up possibilities for scientific and traditional knowledge to be used in teaching processes. This qualitative research is composed of two chapters and has the following general objective: To analyze the construction of stories to promote intercultural dialogue in science teaching in a rural school that serves students from a traditional community. The first chapter presents a systematic review of the literature with the objective of understanding how the area of science teaching has approached the production of stories as a strategy for valuing and promoting traditional knowledge. The discussion of the articles showed that the use of stories in science teaching favors pedagogical work and stimulates students' engagement, autonomy, and critical argumentation. The second chapter is an empirical study developed in a rural school located in the municipality of Coração de Maria/Ba, and aimed to relate traditional knowledge present in stories constructed by student farmers to scientific knowledge. The construction of the stories showed that it was possible to gather relevant information about the students' cultural knowledge for planning science classes based on intercultural dialogue. We recognize the limitations of the research and suggest expanding the study to other educational contexts, with the development of teacher training proposals in science focused on the use of stories, the creation of intercultural teaching materials, as well as the exploration of digital technologies to enhance the work with narratives in science teaching.