A Lei 11.645 no ensino de Biologia através de animações do Ciclo Selvagem

Abstract

The law 11,645 modified article 26-A of the LDB (Education Guidelines and Bases Law) to include Afro-Brazilian and indigenous history and culture in the entire basic education curriculum. This text discusses the possibility of implementing this law in Biology classes. The choice of the theme arose from the need to reflect the importance that the inclusion of content related to the history and culture of original peoples represents to education and, based on this perception, promote the promotion of awareness of a more diverse society. Also present and analyze how, through this knowledge, different methodologies can be added to education and from there assist teachers in more inclusive and contextualized teachings with the history that many students present in their background, enabling students to have a deeper understanding of the biology and other disciplines in an interdisciplinary way. Furthermore, we argue that the inclusion of the perspective of indigenous peoples can promote a more ecologically responsible mentality, based on the idea that a more positive relationship between humans and nature can contribute to, in Krenak's words, “postponing the end of the world”. To this end, a narrative bibliographical review was carried out to answer these questions and an analysis of four animations from the Wild Cycle that can be used in the classroom as a methodological proposal that seeks to mobilize the interest and greater understanding of students in the classroom.