Knowledge of the Amazonian tradition on plants and herbs in science classes in the early years

Abstract

Abstract: Teaching practice assumes a fundamental role at any level and modality of teaching and should reflect the socio-cultural context experienced by students, especially in riverside multi-ethnic classes in which the universe is plural, where teaching actions must function as a way of mediating culture, and consequently, the identity of the peasant people, as there is no way to think of a relevant education without considering the cultural elements in which students and teachers are immersed (FARIAS; MENDES, 2014). In this way, we aim to describe in a reflexive way the development of teaching practice entitled plants and herbs from Science classes by a riverside teacher in Ponta de Pedras, Ilha de Marajó, Amazônia paraense. Methodological procedures focused on comprehensive interviews (KAUFMANN, 2013), classroom observations for nine months (VIANNA, 2003), and discursive textual analysis (MORAES; GALIAZZI, 2007). We conclude the teaching work directed to the riverside schools allows a more comprehensive analysis of the school context, as the teaching practices transcend the physical space by welcoming the socio-cultural knowledge of the riverside students. Thus, the practice of plants and herbs allowed us to understand the meaning that the teacher attributes to her culture and how she welcomes plural knowledge in her classes, thus strengthening the identity of riverside students, which allows reaffirming the ethical principles of education in favor of a multiple and diverse society.