![]() ![]() Given the pertinence of establishing relationships among different types of knowledge in the teaching-learning process in the school context, a systematic analysis of the characteristics of publications with this as a theme would be beneficial. Students are sociocultural subjects that, when included in the school environment, bring with them knowledge, cultures, and more-or-less conscious projects, as a result of their experiences. Īrticulating local and scientific knowledge leads students to a broader view of the world, and encourages respect for socially constructed forms of thought. ![]() In this way, local knowledge constitutes a pedagogical, instructional, and communicative tool for the educator. The inclusion of local knowledge in the teaching-learning process can facilitate the understanding of subjects being developed on the conceptions of science, which are often distant from student experiences, and thus can represent a first step to opening doors to scientific literacy. Schooling has been analyzed in two distinct ways in relation to local knowledge: sometimes as one of the causes of its erosion, as it opens a new generation to other forms of seeing the world and as a possible solution against its disappearance, under the condition of a curriculum that values the local culture and its peculiarities. Situations of asymmetrical articulation are sometimes reported, where the inclusion of local knowledge in the teaching-learning process is carried out so as to “fit” into science, under the conditions of respect for established limits and perpetuation of the authority of scientific knowledge. However, studies have indicated the existence of a gap between school life, based only on scientific content, and the daily life of students, supported by local knowledge, which are not always called into dialogue. Scientific learning was also fostered through the establishment of a herbarium. Thus, in this way, cultural information on the use of food plants was recovered and organized. A recipe contest was then held using those plants as a reference. Īnother example is an experience with the Adi people in India, in which students were encouraged to interview local elderly people about plants that could be used as food. ![]() The tool was also used to discuss physiological and morphological changes in plants that the students observed in their everyday farming experience. From this, a didactic tool was developed which was used to compare scientific and local names of plant structures and parts. Using interviews, the author accessed previous knowledge brought to school by students who were also local farmers. Ī concrete example can be found in an experience in Northeast Brazil, as reported by Baptista. Schools, therefore, are spaces where students and teachers have the opportunity to realize in practice how science and other forms of knowledge may connect and benefit each other. In schools, aspects of local knowledge can be found in previous student knowledge, in multicultural curricula, and in the everyday practices of local communities. Therefore, this knowledge is different from scientific knowledge, which is developed through controlled experimentation and is produced within formal institutions. Here, we use the term “local knowledge.” This term refers to knowledge that is based on experience and reproduced in a culturally specific environment. Such knowledge may be referred to as indigenous, tribal, traditional, native, or rural, among others. The Creative Commons Public Domain Dedication waiver ( ) applies to the data made available in this article, unless otherwise stated in a credit line to the data.Įach human society, while dealing with natural resources in regular daily life, creates a unique body of knowledge. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. ![]()
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