SCIENCE TEACHING AS A TOOL FOR THE RECONSTRUCTION OF INDIGENOUS REPRESENTATIONS AT THE SCHOOL ENVIRONMENTAbstract
The school representations of indigenous peoples perpetuate historical social practices. The construction of a civic conception regarding these groups demands identification, questioning and reformulation of such representations in the school environment. In this article, we discuss the process of representational reformulation starting from curricular activities in science, developed with a group of elementary school students. The same aims to demystify the concepts associated with indigenous groups. At the end of this research, new concepts were developed by students in a contextualized educational perspective, leading to the conclusion that conceptual elaboration is idiosyncratic and continuous.
Representations; Science Education; Contemporary Brazilian Indigenous Groups