Tradição Maxakali e conhecimento científico: diferentes perspectivas para o conceito de transformação

Abstract

Searching for elements to the Science teaching in indigenous schools, we look to find convergence and divergences between Maxicalis tradition, an aboriginal group from Minas Gerais, and the scientific thought. Teaching science for aboriginal students is a process that demand a recognition from the instructor of which conception form and interaction with the world in this universe are very distinctive from the scientific one. The ideas proposed by Viveiros de Castro (2002) about the American Indians thought, help us to understand more about Maxakali universe. Using chemistry classes episodes with student from the preparatory course for indigenous teachers and datas from a camp copybook acquired in a visitation to the Maxakalis group from Aldeia Verde, we looked to know about the peoples worldview and their explanation to daily contexts involving the scientific concept named Chemical Transformation. The analysis demonstrates three types of explanation given from Maxakalis: the first (totally divergent with the science) consider the action of the yãm spirits in the phenomenas occurrence. The second more convergent with scientific thought, is based in material and energetic aspects. The third show us situations in which both aspects are present, the objective, involving only energetic and material questions and subjective, involving the interaction between different beings. We conclude that in contexts where there are convergences between both thoughts can be used in classroom to create, what Gasché (2004) denominates, the intercultural intercomprehension between natives and non-natives, indicating us a possible path for the science teaching in indigenous schools. Keywords: science teaching, chemistry education, indigenous education, transformation, maxakali