A abordagem intercultural e o ensino de química na proposta curricular do curso de formação de professores indígenas

Abstract

The Amazon, vast in its natural and cultural wealth, is home to numerous Indigenous communities, each with its own traditional knowledge and deep ties to the surrounding environment. In this context, education for Indigenous peoples must be sensitive to their traditions, languages, and ways of understanding the world, offering an approach that values both Western scientific knowledge and Indigenous traditional knowledge. In light of this, the general objective of this research was to analyze the intercultural approach and the teaching of chemistry within the curricular proposal of the teacher training program for Indigenous educators. To this end, the following specific objectives were established: 1 - To identify, in the existing literature, the studies and theoretical foundations on intercultural education and chemistry; 2 - To examine the curricular proposal of the Indigenous teacher training program at UFAM, focusing on intercultural aspects, legislation, pedagogical proposals, and Indigenous training directed toward a transdisciplinary perspective in chemistry education; 3 - To present the limitations of UFAM's Indigenous teacher training curriculum, considering intercultural education and its relation to chemistry; 4 - To propose advancements for a curriculum more sensitive to the culture and Indigenous training of the Northern region with respect to chemistry teaching. Methodologically, this was a qualitative, document analysis study, in which key public documents were examined, such as the Pedagogical Political Project of the undergraduate program for Indigenous teachers at UFAM and Monteiro’s (2018) dissertation, titled Intercultural Scientific Education: Contributions to the Teaching of Chemistry in Ticuna Indigenous Schools of Alto Solimões-AM, with the intention of developing a chemistry curriculum proposal sensitive to the needs and with the intention of developing a Chemistry curriculum proposal that is sensitive to the needs and contexts of Indigenous teachers. The document analysis aimed to understand intercultural education, teacher training, and the teaching of chemistry, as well as legislation and guidelines, the impact of educational and pedagogical proposals, and the voices of Indigenous teachers regarding the teaching of chemistry in ethnoeducational territories. The research findings revealed the complexity and richness of chemistry education in Indigenous contexts, supporting the thesis that a curriculum approach sensitive to local traditions and knowledge is essential for Indigenous teacher education. The document analysis highlighted that integrating contemporary scientific knowledge with traditional Indigenous practices not only enriches the educational process but also values the cultural identity of both students and teachers involved. On the other hand, the antithesis emerged by pointing out the challenges faced in implementing curricula that respect such diversity, such as resistance to conventional educational models and the lack of adequate resources. Thus, the synthesis of these results suggests that, for effective teacher training in chemistry, an ongoing dialogue between different forms of knowledge is essential—one that fosters the construction of an intercultural education that not only teaches but also respects and celebrates cultural plurality.