Banca de QUALIFICAÇÃO: IZABELLA KELLY CARNEIRO ALVES

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : IZABELLA KELLY CARNEIRO ALVES
DATE: 22/08/2025
TIME: 14:30
LOCAL: Formato híbrido
TITLE:

SCIENCE TEACHING IN POTIGUARA INDIGENOUS SCHOOLS IN PARAÍBA FROM THE PERSPECTIVE OF OBJECTIVATION THEORY

KEY WORDS:

teaching and learning; ancestral knowledge; culture; Theory of Objectification; sciences; Indigenous teachers

PAGES: 110
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SUMMARY:

Formal education presents possibilities for the creation of a more just and equitable world. Teaching and learning, in turn, constitute the foundations that make this possible, as they are processes that enable the acquisition of knowledge in diverse contexts with a view toward change and transformation of reality. Regarding Science Education, science holds multiple roles in contemporary society, serving as a foundation for understanding and reflecting on the phenomena occurring within society. When reflecting on knowledge about the natural world, it becomes evident that various worldviews problematize the reality of each society. Examples include Western scientific knowledge and the knowledge of Indigenous peoples. Science Education engages with these two realities, enabling confluences between these knowledge systems. Based on this premise, the present research aims to investigate the relationships between ancestral and scientific knowledge in the Science Education of the Potiguara Indigenous community in Paraíba, Brazil. The study employs the Theory of Objectification (TO) as a theoretical lens to understand the semiotic elements present in the subjectivities of the pedagogical practices of three Indigenous teachers who collaborated in the research. This study is qualitative and phenomenological in nature, employing data collection instruments such as field diaries, contextual observation, semi-structured interviews, and meetings with the teachers. Data analysis is grounded in the theoretical-methodological framework of TO and in the discourse analysis of Mikhail Bakhtin. So far, the main findings from interviews with the Indigenous teachers have evidenced the presence of elements that dialogue with TO, such as indications of collaboration between teachers and students in their teaching and learning activities, as well as the emergence of ancestral knowledge during classroom moments. Elements of the teachers’ pedagogical practice were identified that involve interweavings between community knowledge and Western scientific knowledge. These may be consequences of the teachers’ Western-oriented training, which leads them to make greater efforts to ensure that the knowledge of their culture is not lost, while simultaneously needing to guarantee that students have access to Western knowledge. It is concluded at this stage that this process is dialectical in nature, as it mobilizes teachers to continuously reflect on their identities in a simultaneous movement of cultural affirmation and the construction of their identity as Indigenous educators. This process intertwines professional experiences that may generate contradictions when considering Western training, ancestral knowledge, and the demands of formal schooling.

COMMITTEE MEMBERS:
Presidente - 3321606 - MARCIA GORETTE LIMA DA SILVA
Interna - ***.883.742-** - CLAUDIANNY AMORIM NORONHA - UFPA
Externo à Instituição - ALINE ANDRÉIA NICOLLI - UFAC
Externo à Instituição - SHIRLEY TAKECO GOBARA