The teaching of sciences in the post-graduation in Education

doing teaching with other territorialities and multiple pedagogies

Abstract

This text is an essay and aims to present the expansion of possibilities of knowledge production for science teaching. Such possibilities are realized in spaces where I work as a professor in graduate programs at a federal university in the Northeast of Brazil. The classes become territories of interaction between me and the students for the exchange of experiences that broaden our view of the diversity of knowledge constituted in other pedagogies, which are woven in the relationship of men and women with their territory that, even though they are made absent by a model of science of modernity, emerge in the experience. Consequently, the teaching-learning movements of the classes I teach are also curricular updates on themes and contents present in the research objects of the students, aiming to dialogue with a pluralistic science teaching. Decolonial references from Popular Education and postmodernism allowed the weaving of the text, whose methodology is made up of narratives referring to learning that I built from experiences with two traditional communities, one of babassu coconut breakers and the other fisheries, from different parts of the Brazilian territory. The results show that other pedagogies, present in fishing communities and babassu coconut breakers, bring us closer to a diversified reading of the world, enabling paths for a more plural science teaching, based on a multiplicity of knowledge.