Raízes culturais do Norte de Minas no ensino de ciências e biologia

Abstract

The motivation for this work stemmed from the author's connection with the culture of her hometown and the desire to integrate it into her teaching training. The work was developed based on the understanding that value local culture is a path to fostering meaningful learning, individual and collective identities, and students' critical and civic development. The main objective of this work was integrate the cultural roots of Janaúba, in Northern Minas Gerais, into the teaching of Biology. The specific objectives were (1) develop didactic sequences for all three years of high school; and (2) apply the designed sequence to 2nd-year classes at the Federal Institute of Northern Minas Gerais (IFNMG), Janaúba Campus. Three teaching sequences were developed with three 1-hour and 40-minute lessons each, for twinning classes, covering cytology/histology for the first year, botany for the second year, and ecology for the third year. These subjects were articulated with cultural aspects such as the city's name, the river that runs through it and the origin of its name (Gorutuba), economically important fruit cultivation for the region, and the Gorutubanos people, of Indigenous and Quilombola origin who emerged on the river's banks. The qualitative research consisted of analyzing the implementation of the didactic sequence in the 2nd year through participant observation, the preparation of a field diary, and the analysis of the activities carried out by the students. To construct the sequences, methodologies that positioned the student as an active subject in the construction of knowledge, utilizing anti-racist education; the application of practical classes and inquiry-based teaching, considering the practice of science beyond learning about science; the possibility of constructing knowledge through artistic expression and representative modeling; and environmental education that addressed the subjectivities of the subjects were chosen. The results of the sequence's implementation in the second year showed that the culturally referenced approach, coupled with inquiry-based learning and artistic expression, fostered student engagement, strengthened identity bonds, and promoted critical reflection on the relationship between science, culture, and territory. Therefore, we hope this work will serve as inspiration for teachers who wish to address the cultures of different locations in Science and Biology classes on a regular basis and maintain scientific rigor, rather than just in occasional school events, encouraging students' critical reflection on their cultures and how they act in society.