Banca de QUALIFICAÇÃO: DOUGLAS JUNIOR DE SOUZA ALVES

INDIGENOUS ETHNOCIENCE AND FOREST PRESERVATION: cultural aspects from the perspective of indigenous graduates of the Intercultural Licentiate of the Amazon.

Keywords: Indigenous Intercultural Degree. Ethnomathematics. Ethnoconservation. Indigenous School Education.

The present text aimed at analyzing the ancestral knowledge present from the perspective of indigenous graduates of the Intercultural Degree of the Amazon region, with a view to the preservation of the forest and its relationship with the teaching of science and mathematics. The methodology involved a bibliographic, exploratory research with qualiquantitative approach.  The focus of research was 39 (thirty-nine) Work to Complete TCCs Courses, the Intercultural Degree of the Federal University Foundation of Rondônia (UNIR) and the Intercultural Degree of the Federal University Foundation of Amapá (UNIPAP). Included in the research were all course completion papers related to the analysis themes "Environment and Preservation" and "Indigenous Ethnomathematics", available in the databases of the respective educational institutions, with defense between 2013 and 2019. The research can focus on the traditional knowledge of 18 (eighteen) ethnic groups, being: Suruí, Zoró, Cinta Larga, Karitiana, Cao Orowaje, Oro Win, Karipuna, Galibi-Marworno, Palikur, Djeoromitxi, Tupari, Gavião, Aikanã, Makurap, Kanoé, Sabanê, Canoe and Oro Nao'. The work is divided into three chapters: In the first chapter we have the methodological theoretical framework, which is a research work on pedagogical practices, which consist sums of how aspects of cultural knowledge can contribute, through a pedagogical view, with indigenous school education, strengthening actions of reforestation, sustainability and environmental preservation, in the second chapter we count on; Indigenous Ethnoscience: discussions on environmental preservation from the perspective of indigenous graduates of the Intercultural Degree, where ethnoscience, from the indigenous perspective, is a particular way of thinking and producing knowledge. Thus, because it is culturally of oral tradition, it is necessary to find a way to systematize this knowledge in a written way, ensuring that they are not lost over time, and finally the third chapter with the title, Indigenous Ethnomathematics: knowledge and mathematical doing in the writings of the graduates of the intercultural degree. The results bring important discussions about environmental preservation from the perspective of indigenous graduates, produced with their communities, pointing out not only their importance, but also the recognition of consequences resulting from negative environmental impacts on their indigenous territories and the importance of indigenous ethnomathematical elements as instruments in the teaching and learning process in Indigenous School Education. These elements addressed were contextualized to better understand curriculum contents and can be listed as didactic material so that other indigenous teachers can use them. For this, the research was based on Freire (2000); Diegues (1999; 2000); Leff (2001); Campos (2002); Santos (2006); Capra (2006); Pereira and Diegues (2010); D'Ambrosio (2011); Barbosa and Aguiar (2018), Mattos and Ferreira Neto (2019), Mattos, Mattos and Alves (2019), Nunes, Reis and Oliveira (2020), Mattos, Mattos and Suruí (2020), Mattos (2020) among others.