Interweaving strands of socio-environmental and indigenous knowledge in the teachers’ initial training in the Amazon

Abstract

This article results from a Master's dissertation, whose objective was to investigate how traditional indigenous knowledge can contribute to the construction of socio-environmental knowledge among students of the Degree courses in Biology and Chemistry of the Federal Institute of Education, Science and Technology of Rondônia - Guajará-Mirim Campus. As a theoretical basis for discussing rationality and environmental knowledge, studies by Leff (2006, 2009, 2012), Gonçalves (2006, 2020) and Carvalho (2012) were adopted and, regarding the universe of traditional indigenous knowledge and its relations with the environment, authors such as Mundurunku (2009), Baniwa (2006), Krenak (2020) among others. The methodology used was the action research, from Thiollent’s (2011) perspective. It was sought to promote approximation of knowledge, verifying how experiences and experiences exchange between two worlds (indigenous and non-indigenous) can contribute to the development of a critical and effective, participatory and mobilizer environmental education. To this end, various activities were carried out, such as the Wari' basket weaving workshop and rounds of talks with indigenous leaders and environmental educators. The results revealed that these approaches can significantly contribute to the construction of socio-environmental knowledge and to the overcoming of socio-environmental paradigms, enhancing reflections, stimulating the formation of more ecological and conscious subjects, training future environmental educators since the initial formation.