Banca de QUALIFICAÇÃO: LILIAN DE MIRANDA DO NASCIMENTO SILVA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : LILIAN DE MIRANDA DO NASCIMENTO SILVA
DATE: 14/08/2025
TIME: 09:30
LOCAL: Plataforma de videoconferência Google Meet
TITLE:

Dialogues between science and traditional knowledge of the fishing community of Guamaré-RN in continuing teacher training

KEY WORDS:

Decolonial Education, Traditional Knowledge of Fishermen, Continuing Teacher Training.

PAGES: 94
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

We currently perceive a huge disconnect in formal education between the science knowledge taught in schools and the knowledge of traditional communities that (re)exist in our country. One such gap is the fishing community of Guamaré, located on the northern coast of Rio Grande do Norte. Recognizing this gap in our educational context, this research seeks to problematize some central questions, such as: How can we work with traditional knowledge from local communities in Rio Grande do Norte schools? How can the dialogue between these knowledges contribute to the cultural, critical, and humanistic training of teachers? This dissertation seeks to investigate how to integrate the traditional knowledge of local fishermen with the scientific knowledge proposed in current curricula, seeking to promote a decolonial and dialogical educational approach. The methodology adopted is qualitative, participatory, and collaborative, using a case study approach. It begins with a Freirean Thematic Investigation, which involved semi-structured interviews, questionnaires, and observations of a real-life context. Based on this research, a teacher training course for Guamaré, Rio Grande do Norte, and the surrounding region will be proposed. This course will include eight meetings and include theoretical discussions, field trips with fishermen, and proposed initiatives and activities in schools. This course aims to highlight the current importance of the dialogue between traditional knowledge and curriculum content in formal education, highlighting its relevance for critical and humanizing scientific education. Preliminary results point to the need to overcome the banking and anti-dialogical educational model and adopt a dialogical approach that values praxis and interculturality. We hope this research will contribute to teacher training in Guamaré and the surrounding region by proposing reflections and teaching strategies that articulate and dialogue between scientific knowledge and traditional knowledge, fostering a more critical understanding of the processes of colonization of knowledge and encouraging respect for epistemological diversity.

COMMITTEE MEMBERS:
Presidente - 1357301 - FLAVIA POLATI FERREIRA
Externa à Instituição - MARCÍLIA ELIS BARCELLOS - CEFET/RJ
Externa à Instituição - TASSIANA FERNANDA GENZINI DE CARVALHO - UFPE