Como as vivências em uma escola indígena participaram da formação de uma futura professora de biologia?

Abstract

The present work comprises accompanying and seeking to reflect about the educational experiences developed at the Brolhos da Terra Indigenous School. Using the narratives of the experiences of lived, for the construction of a narrative of experiences. The Law 11.645 / 08 requires the inclusion of the study of Afro-Brazilian and indigenous history and culture in elementary and high schools, and these contents should be incorporated into the school curriculum. In my research, I use the following tools that will consist of 3 steps: 1) documentary analysis through a bibliographic survey of the theme addressed, 2) observation of the school's daily life, 3) interviews with the Science and Biology teachers and the managing nucleus of the school. Through the use of the Intercultural Perspective, to observe my formative process as a teacher and the dynamics in an indigenous school, we can perceive the nuances of recognizing, respecting and valuing the other, be it student, teacher or part of the school community. In the formative process of science and biology teachers, the curriculum structure, across disciplines, does not use the knowledge of different cultures, as if science were autonomous. Thus, the reflections and questions raised in this work are important to think about a formation that will provide, within the curriculum, educational approaches that respect and value the different cultures, thus making the educational process inclusive and liberating.