Interfaces da Etnobiologia com a educação: o papel do docente na articulação entre os conhecimentos em um contexto artístico-cultural

Abstract

Local knowledge is an object of common study between ethnobiology and education. In the school environment, this knowledge can be combined with scientific knowledge in the teaching-learning process. The teacher plays an important role in this articulation and to carry it out, it is necessary to know the environmental and cultural (including artistic) aspects of the communities. This study aimed to point out aspects of the relevance of biocultural knowledge in the teaching↔learning process, as well as the importance of the teacher's role in valuing cultural contexts and their associated natural resources. In the 1st phase there was a systematic review of publications that connected local and scientific knowledge in the school environment, with combined searches of 14 terms from ethnosciences with 20 terms from education. The publications were characterized according to the language, year, authors, countries of origin of the authors, places of research, epistemological bases and techniques of articulation and collection of impressions about them. 494 works were recovered, 81% in English, first occurrence in 1985, four authors with the largest number of works, 64% with the first authorship by researchers from the USA, South Africa, Brazil, Canada and Australia. The theoretical bases: Multiculturalism, Vygotsky's Theory of Learning, Post-Colonial Theory, Constructivism, Critical Pedagogy and Theory of Argumentation were present in half of the works. Teacher training and interviews were configured as important tools in the application and collection of impressions of the articulations between the knowledge, respectively. In the 2nd phase, teachers from the municipality of Glória do Goitá (Brazil) were interviewed, professionals inserted in a remarkable cultural artistic context: the art of mamulengo, a popular cultural manifestation in which artists use wooden dolls to comically report their daily lives. The questions were about their knowledge of the artistic-cultural context and the application of local knowledge in the classroom. The responses were subjected to content analysis and the Level of Knowledge and Application (LKA) index of teachers with local knowledge was proposed. 79 teachers were interviewed, 97% said they knew something about mamulengo, 52% had already worked with the theme, 87% knew the resources and 53% knew that the species used was mulungu (Erythrina velutina Willd.). The lowest values of the LKA were related to younger teachers, with less education, from rural schools and working in the multiseriate system. The highest LKA values were related to more complete articulation responses between knowledge. The research scenario that articulates local and scientific knowledge is diverse and is expanding. The interdisciplinary nature of the research indicates that ethnobiologists interested in this field can benefit from points of view in several areas. There needs to be a deepening of epistemological questions. The socioeconomic and work profile of teachers seems to influence their knowledge about the socio-cultural environment in which they are inserted, as well as in the articulation of this knowledge in the classroom. Teachers who know more and apply knowledge related to the artistic-cultural context seem to tend to articulate scientific and local knowledge more completely. The combination of art, popular culture, science and education seems to be a path to a more plural education, which recognizes, welcomes and uses local knowledge and its holders in the teaching-learning process.