Formação de professores indígenas: estratégias para o ensino de ciências e biologia

Abstract

Recognizing the gaps in Science and Biology teaching in intercultural education, the aim of this research is the application of Didactical sequence (DS) to the indians professors of Science and Biology in undergraduate course of Teaching in Indian Intercultural Perspective (Licenciatura Intercultural Índigena) from Pantanal peoples of Federal University of Mato Grosso do Sul. The purpose is investigate how a didactical sequence could help the incorporation of educational technologies in pedagogical plans of indians professors as an alternative way for work the Biology in a intercultural manner. Thinking in the social representation's theory and in the methodology of collective subject discourse (CSD), the data was builded into the elaboration of a Didactical sequence (DS). The DS, then, was applied in 4 meetings of 4 hours long with educational activities as slides (MS Powerpoint) and videos (MS Movie Maker). The results of CSD showed the importance of educational technologies in teach-learning process and in the personal-professional development of indian professors in course. Specifically, we can think in some Science and Biology matters as the mammals class: the textbooks used in Indians schools are disconnected with the way of life and learning of these communities. Therefore, the plans proposed by professors in course during the application of DS were gradually inserting the technologies and contextualizing the teaching of Biology. Finally, this research provide some clues on the utilization of DS and technologies to improve the teachers of indian schools to teach in their communities.