TEACHING SCIENCE AND BIOLOGY IN RURAL EDUCATION AND INDIGENOUS EDUCATION: APPROACHES AND SINGULARITIES

Abstract

This article presents reflections on the similarities and singularities between indigenous education and rural education and their relations with the teaching of science and biology. This analysis is based on the authors' experiences as teachers in teacher training courses in Indigenous Intercultural Degrees and Degrees in Rural Education at four different Brazilian public universities. In this sense, when considering the challenges and potential of these training courses, some similarities such as the specific curriculum, the alternating organization, the collective agendas, the community bond, the valorization of ancestral knowledge and the interdisciplinary actions are highlighted. On the other hand, singularities are also presented, such as the issue of language, the strong link with social movements in the countryside and the particularities of each territory. In view of this, our proposal is to present these aspects as essential in the training of science and biology teachers guided by respect for sociobiocultural diversity.