Re)escrevendo a história dos ancestrais de uma comunidade na busca de saberes primevos para destes fazer saberes escolares: uma proposta para formação continuada de professores de ciências

Abstract

The rescue and the valorization of the ―excluded knowledge‖ of the school, understood, in this research, as primeval knowledge, contribute so that those are not lost or forgotten, since there is a risk of extinction due to several factors, such as, the constant technological advances and the usual appreciation of the new. In this context, this research is guided by the following issue: How can the gathering of primeval knowledge, in order to turn it into school knowledge, favor the construction of a contributing knowledge to a more effective teaching and learning of Natural Sciences in a rural community from the interior of the Municipality of Cametá in the state of Pará? That said, the goal was to analyze the primeval knowledge at risk of extinction, upheld by elderly people living in the village "Vila de Porto Grande" in the town of Cametá (Pará), approaching them according to the cientific knowledge aiming their use by Basic Education Natural Sciences teachers in promoting scientific literacy. For this pupose, a proposal for continuing education for Natural Science teachers is presented. Initially, in order to carry out the research, a bibliographic survey was conducted concerning what is primeval knowledge (also called popular knowledge, traditional knowledge or ethnoknowledge) in order to develop a proposition that can contribute in the context of continuing education, promoting the teachers's scientific literacy in terms of research. For this discussion, the theoretical assumptions defended by Chassot (2003, 2008, 2014, 2016, 2018, 2019), Oliveira (2017), Eleutério (2015), Ceolin (2015), Gondim (2007), among others, stood out. The research is qualitative, exploratory and bibliographic, with field research. The main instrument for the production of data was the performing of semi-structured interviews along with the elderly people of the aforenentioned village, in which the gathered knowledge was categorized through content analysis, organized by the following axes of knowledge: forms of food preservation before the advent of electricity, basic health procedures, protection against domestic pests, manufacture of cassava flour, land cultivation (plantations) and hunting and food packaging. Thereafter, the possibilities of using them began to be envisioned. Despite its importance and richness, primeval knowledge is not usually validated by science and, perhaps for this reason, it is often devalued in some formal teaching situations. And, through this research, a range of knowledge could be mined. By thinking from this perspective, the proposal of continuing education is idealized, believing that by focusing on teachers in practice, one can help them to promote practices that would make scientific literacy possible in basic education.