Formação de professores e saberes populares: um olhar intercultural

Abstract

The teaching process goes through stages, among them we can mention the observance by the educator of the local peculiarities, and must, above all, pay attention to nonscientific knowledge, such as the different beliefs, customs and habits that make up the different cultures . This dissertation seeks to demonstrate, taking into account interculturality, that the use of popular knowledge has important importance in teacher training, from its formation to teaching practice. The mixture of scientific knowledge and popular knowledge must be the basis of a system of education that meets the social needs of the environment in which they are inserted. The use of local culture is of fundamental importance in the teaching process, in order to achieve a more welcoming learning model. In the same way, we will seek to demonstrate the need for teachers to understand the transmission of the knowledge to the students, not by literacy but by the local culture, by popular knowledge, by contributing to a teaching model that includes teachers who understand that teaching can not be based only on what is literally recorded and can not be mathematical, but rather, adapted to the social and historical context of each student, dialoguing with the cultural context, so that it is more effective and the suggestion addressed here is that using intercultural and empirical understanding of the relevance of popular knowledge to the Brazilian educational system.