Resumo:
This study investigates the potentialities and limitations of the dialogue between traditional quilombola knowledge and scientific knowledge in Science education, with interculturality as the guiding axis of pedagogical practices. Developed in a multipaper format, the research is composed of two interconnected articles. The first article-chapter aimed to identify existing publications that adopt interculturalist conceptions and their contributions to a Science education sensitive to cultural diversity and to the specificities of quilombola schooling. This qualitative and exploratory study was conducted using the Google Scholar platform, covering publications from 2020 to 2024, and resulted in the selection of eight studies addressing the topic. The findings indicate that academic production in this field is still incipient, highlighting the need for more contextualized research focused on quilombola realities. The second article-chapter analyzed the implementation of a didactic sequence grounded in interculturality as a pedagogical strategy to bring scientific knowledge closer to traditional quilombola knowledge in Science education. This qualitative and interventionist research was based on the application of a didactic sequence adapted from Almeida et al. (2024), focusing on food chains. The results showed that the proposal contributed to the valorization of local knowledge and the strengthening of students’ cultural identity, while also revealing challenges, such as difficulties in articulating more complex scientific concepts and the need for teacher education aimed at intercultural mediation. Grounded in the principles of contextual constructivism, epistemological pluralism, and symbolic interactionism, the study concludes that the incorporation of intercultural pedagogical practices is essential to building an equitable, critical, and meaningful education, capable of breaking with Eurocentric paradigms and embracing the epistemological diversity present in quilombola communities.
