Etnoconhecimento na perspectiva da educação do campo sob a epistemologia do pensamento complexo e da transdisciplinaridade.

Abstract

This study, linked to the line of research Curriculum, Teacher Training and Teaching Knowledge, of the Postgraduate Program in Education at Federal University of Tocantins (PPGE/UFT), proposes to lecture about how ethnoknowledge (knowledge, traditions and cultures, passed from generation to generation in traditional communities) – from the perspective of Rural Education under the epistemology of complex thinking and transdisciplinarity – at the Nossa Senhora da Conceição Municipal School, a public institution located in the Kalunga do Mimoso Quilombola Community, in Arraias, Tocantins, Brazil. To support our investigation, we are based on the assumptions of ethnoknowledge listed by Miranda (2007), Nascimento (2013) and Rocha (2014); rural education by Arroyo, Caldart and Molina (1998); the complete thought of Morin (1977, 2000, 2002, 2003, 2010, 2011, 2015); the transdisciplinarity of Fazenda (1993), D9Ambrosio et al. (1998), Melo (1999), Nicolescu (1999), Moraes (2008) and Santos (2008); among other essential elements to the proposed discussion. The qualitative and basic approach was possible through exploratory, bibliographic and documentary research, whose investigation technique corresponds to semistructured interviews, participant observation and document analysis, which corresponds to methodological triangulation itself. As results of the work, we highlight the professionals9 perceptions regarding the integration of knowledge and practices from the community and inserted into school content, as well as the need to think as a whole to integrate knowledge at various levels of reality. However, the observed institution presented deficiencies in the documents that govern teaching in rural schools in that municipality, such as the Guidelines for Rural Education and Quilombola Education; non-existence of the Political-Pedagogical Project (PPP), relating to the curriculum and teacher training for work in rural schools; and gaps concerning the physical and pedagogical structure in educational establishments in the aforementioned community. Thus, we believe that this research can contribute to debates regarding teaching in schools in rural environments, when it comes to the need to analyze the context surrounding this modality from the perspective of complex and transdisciplinary thinking.