CULTURAL ASTRONOMY IN HIGH SCHOOL:

A DIDACTIC SEQUENCE TO APPROACH INDIGENOUS CELESTIAL CONSTELLATIONS

Abstract

THIS WORK IS THE UNFOLDING OF A RESEARCH PROJECT OF THE PROFESSIONAL DOCTORATE PROGRAM IN SCHOOL EDUCATION (PPGEEPROF) AND AIMS TO PROPOSE A DIDACTIC SEQUENCE FOR TEACHING INDIGENOUS CELESTIAL CONSTELLATIONS IN BASIC EDUCATION IN SUBJECTS THAT HAVE TRANSVERSALITY WITH ASTRONOMY. THE NEED TO DEAL WITH THIS KNOWLEDGE OF INDIGENOUS PEOPLES HAS ALREADY APPEARED IN LEGISLATION FOR MANY YEARS, HOWEVER THE WAYS OF WORKING WITH IT ARE NOT DELIMITED BY THESE DOCUMENTS, THUS OPENING DIFFERENT POSSIBILITIES FOR APPROACHING THESE CONTENTS AND ALSO THIS CULTURAL KNOWLEDGE. IT ALSO PRESENTS DIDACTIC MATERIAL FOR TEACHING THE FOUR MOST COMPREHENSIVE CONSTELLATIONS OF TUPI-GUARANI INDIGENOUS CULTURES (CONSTELLATIONS OF THE OLD MAN, THE TAPIR, THE EMU AND THE DEER), THE MYTHS THAT ARE RELATED AND HOW TO OBTAIN THIS MATERIAL FOR TEACHING THE CONTENTS. AT THE END, THE RESULT OF A TEACHING PRACTICE IS PRESENTED IN WHICH WE USED THE DEVELOPED MATERIAL ASSOCIATED WITH THE PROPOSED DIDACTIC SEQUENCE, SHOWING THAT THE CONSTELLATIONS OF INDIGENOUS ORIGIN AROUSE INTEREST SIMILAR TO THOSE THAT WERE CONSOLIDATED IN 1930 BY THE INTERNATIONAL ASTRONOMICAL UNION, THUS HIGHLIGHTING THE NEED TO VALUE THE CULTURE OF INDIGENOUS PEOPLES.