A influência da fauna amazônica na constituição de docentes de Biologia do Amazonas

Abstract

The research on the influence of the Amazon fauna on the constitution of Biology teachers in the state of Amazonas, proposed the construction of an academic production that can help educators, academics and others interested in intercultural education as a way of valuing traditional knowledge (especially those that address directly to animals), in partnership with scientific-academic knowledge in the field of Biology commonly worked in the classroom in the Amazon context. The objective of this investigation was to describe the problems and potentials found by biology educators in state schools in Amazonas when addressing the animal content and the Amazon fauna theme in their classes, for the improvement of teaching practice related to this content, as well as, in the sense of promoting the valorization of the relationship between students and the Amazon fauna around the municipalities. Forty-two teachers participated in this research, 20 working in the capital Manaus and 22 in other 10 municipalities in Amazonas (Iranduba, Itacoatiara, Manacapuru, Maués, Parintins, Rio Preto da Eva, São Paulo de Olivença, Tabatinga, Tefé and Urucará), with 54 .8% composed of female educators, and whose predominant initial training among the participants is a degree in Biological Sciences (79%), and some in Natural Sciences (14%) and a double degree in Science - Biology and Chemistry (7%) . Most participants stated that they have already worked with other curricular components (in general, science and chemistry), and that, when teaching content related to fauna, they prefer expository classes, reinforcing banking education with a decorative basis of terms that the specialized literature relates to the Teaching of Zoology. However, strategies that minimize the traditional teaching of Biology were listed, such as the construction of entomological boxes, exhibition of live and preserved animals, and the use of popular music, such as the ox tune “Lamento da Raça”. Despite the intense relationship (current or past) with animals, educators do not incorporate part of their constitution in their classes, as well as the thematic universe of students, even if they bring, albeit sporadically, their experiences and the biocultural memory of their communities. This is still the way to be dialogued, and thus, to foster intercultural education in the Amazon. Thus, relating the approaches of traditional knowledge about fauna in the classroom with the constitution for the teaching of biology educators in Amazonian contexts, allows multiple opportunities for valuing the thematic universe and the biocultural memory of our traditional populations, which characterizes this research as a pioneer in the Amazon region.