Dialogue notes between the knowledge of traditional communities and Rural Education in Mato Grosso

Abstract

This article aims to analyze an experience of dialogue between Rural Education and knowledge about medicinal herbs produced and shared within traditional communities, quilombolas and settlements located in the municipality of Poconé-MT. The methodological contribution that paved the way for the research is anchored in participatory research. This is an experience report, of a descriptive nature, in which data emerged from a research activity carried out by high school students from a rural school. The data collected shows that young people in the countryside recognize the masters of knowledge existing in their communities, who dominate a range of practices and knowledge that, in most cases, do not enter the classroom. We hope that this experience adds to other studies focused on the importance of articulating knowledge from experience to Rural Education, which can point to the strengthening of the identity and culture of traditional communities and indigenous peoples, as well as the feeling of belonging of residents to their territories.

Keywords

• traditional knowledge
• traditional communities
• rural education
• experience
• non-school education.