Science teaching in the village: An experience with Aikanã students and native fruit plants

Luzia Aikanã, Reginaldo Oliveira Nunes, Iuri Cruz Oliveira


Brazilian indigenous groups are looking for ways to rescue their culture, but they often face difficulties within education, and more specifically, science education. The aim of this study was to identify and discuss the perceptions of Aikanã indigenous students about the fruit plants of their native land. The data were obtained through a questionnaire, applied to 6th to 9th grade elementar school students, from the Municipal School Multisseriada Indígena Capitan Aritimon, located in the Gleba Tubarão Village, Tubarão Latundê Indigenous Land. It was observed that these fruits guarantee food sustainability in the village, and are known by the students. Most of the time, however, the fruits are distant from the village, thus making their consumption difficult. Research use in teaching science helps students access a prior knowledge that they already have about these native fruits, and. thus are important tools for teaching and building knowledge.


Fruit plants; Indigenous Education; Aikanã; Science teaching


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Copyright (c) 2020 Luzia Aikanã, Reginaldo Oliveira Nunes, Iuri Cruz Oliveira

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