Traditional ecological knowledge about bees among Guarani and Kaiowá indigenous students in central-western Brazil: implications for pollinator conservation

Abstract Global pollinator decline threatens biodiversity and ecosystem services, yet long-term monitoring remains scarce in much of the Neotropics. Traditional ecological knowledge (TEK) may help fill part of this gap, but TEK-based approaches remain underused in insect conservation. We examined bee-related knowledge and perceptions among 150 Guarani and Kaiowá Indigenous students enrolled at FAIND/UFGD, Dourados, Brazil, across six cohorts from 2019 to 2024. The study combined structured questionnaires, a visual recognition task, and textual similarity analysis of open-ended responses. The visual panel comprised 20 illustrated bee taxa across five families, but recognition was concentrated in a small subset of Apidae. Participants used a bilingual repertoire with more than 25 native terms. Guarani participants more often distinguished stinging from stingless bees (78.9% vs. 62.4%; OR = 2.26, p = 0.046). Perceived bee presence declined among Kaiowá respondents (OR = 0.56/year, p < 0.001), whereas no consistent temporal trend was detected among Guarani respondents (OR = 0.88, p = 0.49). Similarity-tree analysis indicated partly distinct semantic structures between Guarani and Kaiowá participants. These findings show that student-held bee knowledge is a situated repertoire expressed within a bilingual, intercultural educational setting. Because the study is cross-sectional and perception-based, the temporal pattern reported for Kaiowá respondents should be interpreted as an indicator for follow-up monitoring, not as direct evidence of population decline. Implications for insect conservation Intercultural education offers a practical setting in which student-held bee knowledge can be articulated with specialist knowledge and field-based monitoring. Student responses can generate locally grounded hypotheses and educational priorities, but should not be treated as direct evidence of bee decline or as substitutes for ecological surveys.

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Publication Details

Journal
Journal of Insect Conservation
Published
2026-08-27
DOI
https://doi.org/10.1007/s10841-026-00818-4
Primary Topic
Plant and animal studies
Type
article
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article

Traditional ecological knowledge about bees among Guarani and Kaiowá indigenous students in central-western Brazil: implications for pollinator conservation

Laura Gisloti, Gislaine Monfort, Walkiria Benites
Journal of Insect Conservation
Plant and animal studies
article

Traditional ecological knowledge about bees among Guarani and Kaiowá indigenous students in central-western Brazil: implications for pollinator conservation

Laura Gisloti, Gislaine Monfort, Walkiria Benites
article en

Abstract

Abstract Global pollinator decline threatens biodiversity and ecosystem services, yet long-term monitoring remains scarce in much of the Neotropics. Traditional ecological knowledge (TEK) may help fill part of this gap, but TEK-based approaches remain underused in insect conservation. We examined bee-related knowledge and perceptions among 150 Guarani and Kaiowá Indigenous students enrolled at FAIND/UFGD, Dourados, Brazil, across six cohorts from 2019 to 2024. The study combined structured questionnaires, a visual recognition task, and textual similarity analysis of open-ended responses. The visual panel comprised 20 illustrated bee taxa across five families, but recognition was concentrated in a small subset of Apidae. Participants used a bilingual repertoire with more than 25 native terms. Guarani participants more often distinguished stinging from stingless bees (78.9% vs. 62.4%; OR = 2.26, p = 0.046). Perceived bee presence declined among Kaiowá respondents (OR = 0.56/year, p < 0.001), whereas no consistent temporal trend was detected among Guarani respondents (OR = 0.88, p = 0.49). Similarity-tree analysis indicated partly distinct semantic structures between Guarani and Kaiowá participants. These findings show that student-held bee knowledge is a situated repertoire expressed within a bilingual, intercultural educational setting. Because the study is cross-sectional and perception-based, the temporal pattern reported for Kaiowá respondents should be interpreted as an indicator for follow-up monitoring, not as direct evidence of population decline. Implications for insect conservation Intercultural education offers a practical setting in which student-held bee knowledge can be articulated with specialist knowledge and field-based monitoring. Student responses can generate locally grounded hypotheses and educational priorities, but should not be treated as direct evidence of bee decline or as substitutes for ecological surveys.

Journal of Insect ConservationVol. 30(5)
Universidade Federal do Oeste do Pará (BR), Universidade Federal da Grande Dourados (BR), Instituto de Saúde (BR)
Life in Land
Openalex Percentile: Top 7%
Plant and animal studies
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