Resumo

VINHOLI JUNIOR, Airton José  e  GONCALVES DE AZEVEDO, Luciana. Empirical and scientific knowledge in interface: dialogue of knowledge to environmental education. Universidad y Sociedad [online]. 2020, vol.12, n.5, pp. 109-116.  Epub 02-Out-2020. ISSN 2218-3620.

This work points out possibilities for educational work within the context of environmental education permeated by traditional and scientific knowledge in the teaching of biology. This study aimed to demonstrate how medicinal plants can significantly contribute to the learning of plant morphology contents in a natural environment, within formal education, in a school whose students have deep popular knowledge and, when dialoguing with biological science specific to the study of vegetables - botany, there was a very interesting appropriation of learning. Thus, guided by an ethnographic method, these some of these local knowledges were investigated and, subsequently, through qualitative empirical research, they were transposed into the classroom and compared to the contents of Botany in the textbooks used with the students participating in the research. The results indicate that students share a significant body of knowledge and practices typical of their cultural traditions, which, in view of the intensification of the globalization process, present risks of disappearance and / or mischaracterization.

Palavras-chave : Knowledge Dialogue; environmental education; traditional knowledge; medicinal plants; botany teaching.

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