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Indigenous culture in undergraduate courses in Biological Sciences at public universities in the state of São Paulo: presences and absences

Grant number: 23/05524-0
Support Opportunities:Scholarships in Brazil - Scientific Initiation
Effective date (Start): June 01, 2023
Effective date (End): December 31, 2023
Field of knowledge:Humanities - Education - Curriculum
Principal Investigator:Marcela de Moraes Agudo
Grantee:Heloísa Beltrami Chain
Host Institution: Instituto de Biociências (IBB). Universidade Estadual Paulista (UNESP). Campus de Botucatu. Botucatu , SP, Brazil

Abstract

The incorporation of indigenous culture in scholars curricula has been subject of debate in the Education field and is regulated by the law n° 11.645/08, that predicts inclusion of the indigenous and afro-brazilian culture, on a transverse and mandatory mode, in Basic Education Curriculum. However, the particularities of brazilian cultures in the educational process still configure it as a field of unknown and uncertain on the part of teachers, that points to the lack of initial formation and continuing education that englobes these subjects as the main challenges. Thus, in view of the close relationship between the schools and the institutions that form professionals able to work in them, the focus of the work lies on the investigation of how indigenous culture is inserted in the curricula of degree in Biological Sciences from public universities in the state of São Paulo. This project consists of qualitative and documentary research, whose data collection will be carried out from the documents that compose the curricular structure of the initial courses for Science and Biology teachers.The obtained data will then be submitted to analyze and interpret, according to Análise de Conteúdo (BARDIN, 1977) and theoretical fundamentation according to Historical-Critical Pedagogy. We propose, also, a guided approach with marxist conceptions of society, evidenced by a perspective of totality that opposes the indigenous cultural contexts fragmentation.Keywords: indigenous culture; curriculum; initial teacher education.

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