Diálogos sobre educação para a biodiversidade na perspectiva da pedagogia decolonial a partir do contexto axixaense: um estudo nas escolas públicas da rede estadual de Axixá - MA.

Abstract

Biology is the science that studies life and its entire diversity. In this journey, we encounter Education for biodiversity, which reveals, among other elements, the relationship between humans and nature through their different cultural experiences. These experiences may be influenced by the marks left by colonizers, and if reaffirmed by the educational process as superior, they can be passed down from generation to generation, perpetuating stereotypes and prejudices. Therefore, this dissertation aims to establish dialogues between Education for biodiversity from the perspective of Decolonial Pedagogy, based on the context of the municipality of Axixá-MA, through a study conducted in the state schools of this municipality. The research objective is to analyze Education for biodiversity from the perspective of Decolonial Pedagogy, starting from the pedagogical practices of Biology teachers in the target schools, aiming to construct a product capable of assisting and encouraging the approach of these themes in the school environment. The main bibliographic references used were: Almeida (2017), Diegues (2000), Kawasaki and Oliveira (2003), Oliveira et al. (2016), Toledo and Barrera-Bassols (2015), and Walsh (2009). This is a qualitative interpretative research. The research procedure method used was Case Study. The research participants are the Biology teachers of the aforementioned schools. The data collection instrument was a semi-structured interview conducted in person at the schools under study. The data were analyzed based on four categories developed a posteriori: Local context, cultural identity and decolonial pedagogical practices; Biocultural sensitization; Decolonial curriculum and Knowledge dialogue. Regarding the local context, cultural identity, and pedagogical practices, it was found that teachers seek to contextualize their practices in different ways, based on the student's reality, leading to the appreciation of the cultural diversity present in Axixá. It was also found that teachers seek strategies for Education for biodiversity through sensitization for the conservation of biological diversity resources and, consequently, the appreciation of cultural diversity. Regarding the curriculum, the absence of guiding documents and specific didactic materials for teachers to work on Education for biodiversity in the Axixá context was observed. We highlight the knowledge dialogue carried out by teachers and the experiences and practices of traditional communities in the city, such as fishermen and quilombolas. As a product of this research, we collectively constructed an e-book depicting biodiversity and its relationship with culture from the local context. We hope to facilitate the pedagogical work of teachers in addressing Education for biodiversity in the school environment. Finally, we consider that by working on the decoloniality of knowledge and power, we reflect on who we are, and rediscover the importance of biodiversity and culture for our people, leading us to value our cultural roots and the ecosystems that sustain us. Keywords: