A colonialidade do saber e as possibilidades outras para o Ensino de Ciências

Given the systems of exploitation and the worsening climate and humanitarian crisis, it is essential to reflect on the scientific paradigm, especially in Latin America. This experiential report is the result of a lecture delivered at the VI EREBIO held at the Federal University of Triângulo Mineiro, articulated with perceptions of the discussions and emerging issues during the event. The aim is to question the scientistic roots of modern science and point out possible intercultural paths for science education. In the natural and exact sciences, there is an objectivity and isolation of the objects of study that are not found in nature, and therefore, they offer an incomplete interpretation of the whole that seeks description and mastery of it. However, if we consider the knowledge constructed by indigenous peoples and traditional communities based on their relationship with nature and its dynamics, we achieve a complex and multidimensional reading of organisms and natural phenomena and their relationship with society, which can support the construction of another way of relating to the environment in the face of the advancing socio-environmental crisis. Thus, other possibilities for science, linked to territory, the body, and biodiversity, present potential for education committed to socio-environmental transformations.