The Integration of Knowledge and the Marks of Traditional knowledge: Recognizing to Affirm Intercultural Exchanges in Science Teaching

Authors

DOI:

https://doi.org/10.28976/1984-2686rbpec2019u275297

Keywords:

Traditional Knowledge, Integration of knowledge, Interculturality, Science Teaching, Rural Education

Abstract

The text presents, analyzes and discusses some of the marks/characteristics present in the traditional knowledge related to the influence of the Moon on the social practices of the rural people ethnographically mapped by undergraduate rural education in rural communities of the northern region of the state of Minas Gerais. Its main objective is to defend the integration of traditional knowledge in Science Teaching in order to affirm intercultural exchanges. From the theoretical perspective of Intercultural Education and the traditional knowledge of rural people, growing in Science Education, the present study is inserted as a result of the teaching, research and extension actions. Along the last years, a group of teachers and students have identified a set of characteristics that permeate the proper way of thinking and speaking of undergraduates and also of the residents of rural communities, closely related to their social practices. Such knowledge emerges in disciplines and research conducted in the context of the Undergraduate Course in Rural Education of a federal university. The results illustrate the existence of nine of the ten marks mentioned. The knowledge identified also demonstrates a rich and collective cultural production that does not presuppose a judgment or criterion of truth. At the same time, this traditional knowledge and its marks/characteristics constitute an important counterpoint to the teaching of sciences in that it aims to be recognized as a culture produced, endowed with its own characteristics that often approximate those of scientific culture.

Downloads

Download data is not yet available.

Downloads

Published

2019-05-21

How to Cite

Crepalde, R. dos S., Klepka, V., Halley, T. O. P., & Sousa, M. (2019). The Integration of Knowledge and the Marks of Traditional knowledge: Recognizing to Affirm Intercultural Exchanges in Science Teaching. Brazilian Journal of Research in Science Education, 19, 275–297. https://doi.org/10.28976/1984-2686rbpec2019u275297

Issue

v. 19 (2019)

Section

Artigos

License

The authors are responsible for the veracity of the information provided and for the content of the papers.

The authors who publish in this journal fully agree with the following terms:

  • The authors attest that the work is unpublished, that is, it has not been published in another journal, event notices or equivalent.
  • The authors attest that they did not submit the paper to another journal simultaneously.
  • The authors retain the copyright and grant to RPBEC the right of first publication, with the work licensed simultaneously under a Creative Commons Attribution License, which allows the sharing of the work with acknowledgment of authorship and initial publication in this journal.
  • The authors attest that they own the copyright or the written permission from copyright owners of figures, tables, large texts, etc. that are included in the paper.
  • Authors are authorized to take additional contracts separately, for non-exclusive distribution of the version of the work published in this journal (for example, to publish in institutional repository or as a book chapter), with acknowledgment of authorship and initial publication in this journal.
  • Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) after the publication in order to increase the impact and citation of published work.

In case of identification of plagiarism, inappropriate republishing and simultaneous submissions, the authors authorize the Editorial Board to make public what happened, informing the editors of the journals involved, any plagiarized authors and their institutions of origin.