Interfaces entre agroecologia e etnobiologia para o ensino de biologia no território quilombola de Ouro Verde de Minas

Abstract

Considering the local knowledge of different populations can enhance the knowledge of students who come from ancestral teaching spaces. Various researchers have set out to carry out this discussion by proposing and analyzing a variety of educational methods. This study sought to build and evaluate an investigative and participatory teaching-learning proposal for teaching biology in the Quilombola Territory of Ouro Verde de Minas, through the interfaces between ethnobiology and agroecology. With this in mind, two didactic sequences were developed covering Ecology, Biodiversity and Botany, based on dialog between the school and the quilombola communities. In this logic, local knowledge contributed to energizing the school-student-community relationship. After a literature review and quantitative and qualitative studies, participatory and investigative teaching methodologies were used through two didactic sequences, with the aim of contributing to the biology teaching-learning process and aligning family and community spaces with the school space. Based on the activities assigned, the students sought out local ecological knowledge about the fields of Biological Diversity, Botany and Ecology from their communities. Based on this local knowledge, they worked on theoretical and academic knowledge of biology. Finally, the work showed that it is possible to contribute to strengthening the teaching-learning process in Ecology, Botany and Biodiversity through the interfaces between Agroecology and Ethnobiology in different nonformal teaching spaces, which here we can call ancestral teaching spaces, such as vegetable gardens, backyards, gardens and other family and community environments in the quilombola territory.