SCIENCE TEACHING AND INDIGENOUS COSMOVISIONS

A CROSSING BETWEEN THE OFFICIAL CURRICULAR ROUTES AND THE PRODUCTION OF OTHER PATHS

Abstract

Official curricula are designed and organized in a historical and social time, part of machinery that can act in a way to reiterate the current social, political and economic logic or break with this logic, inspiring new ways of life. The most common role of a curriculum is to outline a route that is capable of indicating a minimum framework of contents, practices and knowledge so that all students can supposedly have equal learning rights. However, by establishing this basic scope, the curriculum can act as a faciality machine producing unique and standardized identities. Thus, from a brief critical reading of some official curricula (Base Nacional Comum Curricular - BNCC and Currículo da Cidade - Educação Infantil) the objective is to think about some concepts such as: capitalist megamachine, educational and faciality machine with a focus on science teaching ; and also, to reflect on how the Teaching of History of Sciences can contribute to thinking about possibilities for creating new pedagogies and a minor education through curricular decolonization together with indigenous education and original peoples.