O ensino de ciências nas comunidades indígenas: um olhar para a legislação educacional – o alcoolismo em foco

Abstract

The present dissertation addresses the theme “Science Education in Indigenous Communities: An Examination of Educational Legislation – Alcoholism in Focus”, and arises from a personal and professional concern regarding recurring situations of social and health vulnerability observed among Indigenous peoples, particularly those related to the abusive consumption of alcoholic beverages. The study aims to analyze how Science education in Indigenous schools directly or indirectly incorporates actions and content aimed at raising awareness about alcohol use, in light of Brazilian educational legislation, identifying its potentialities and limitations in promoting health, culture, and Indigenous autonomy. To this end, understanding the social and cultural relationship between Indigenous peoples and alcohol; comprehending the harmful effects of alcohol on these populations and its relationship with their cultural contexts; and analyzing how Science education can serve as a tool for awareness and prevention of alcoholism within Indigenous communities becomes essential for grasping these nuances. The research adopts a qualitative approach, exploratory and descriptive in nature, supported by the content analysis methodology proposed by Laurence Bardin (1977) for the interpretation of data obtained through bibliographic and documentary research. Primary sources included the 1988 Federal Constitution, the National Education Guidelines and Framework Law (Law No. 9,394/1996), the Statute of the Indian (Law No. 6,001/1973), the National Curriculum Framework for Indigenous Schools, the National Curriculum Guidelines (DCNs), and the Brazilian Common National Curriculum (BNCC). Theses, dissertations, and scientific articles discussing the relationship between alcoholism, Indigenous culture, and science education were also consulted. The analysis revealed that, although Brazilian educational legislation recognizes the right of Indigenous peoples to differentiated, bilingual, and intercultural education, public policies remain incipient regarding the systematic inclusion of content related to the prevention of abusive alcohol use. It was found that Science education has great potential to articulate traditional knowledge and scientific understanding, fostering critical reflection on the social, cultural, and biological impacts of alcoholism. Thus, it is concluded that Science education, when conducted interculturally and in a contextualized manner, can constitute an important instrument of social transformation, contributing to the strengthening of cultural identity, the promotion of health, and the appreciation of life in Indigenous communities. The research therefore reinforces the importance of a scientific education committed to the sociocultural reality of Indigenous peoples and to the development of school practices that integrate education, culture, and health as inseparable dimensions of human formation.