O ensino sobre fungos numa escola indígena do Município de Tabatinga-AM

Abstract

This work presents an ethnomycological research experience conducted in the Tikuna Indigenous community of Umariaçu II, located in the Upper Solimões region (Amazonas, Brazil). The study integrates traditional knowledge about fungi with scientific and pedagogical practices. Through four field expeditions and interviews with local elders and leaders, eight species of macrofungi belonging to the Basidiomycota phylum were identified. These fungi serve various purposes in the community, including food, medicinal use, spiritual rituals, and craftsmanship. Notable examples include Pleurotus ostreatus, used in spiritual fumigations, and Auricularia delicata, consumed as food. The findings highlight the fungi’s biocultural value and their role in the Tikuna cultural identity. The research extended into the Indigenous School “João Ayres da Cruz” (EMIJAC), where educational activities were developed to merge scientific knowledge with traditional wisdom. These included ecological trails, morphological drawings, storytelling sessions, and workshops with community participation, fostering students' engagement with their culture and environment. The pedagogical approach aligns with the principles of Indigenous School Education, promoting a decolonial, critical, and culturally contextualized education. The study also emphasizes the importance of preserving the Tikuna language and building an intercultural and bilingual educational model. Framed within the academic journey of an Indigenous researcher, the work reinforces education as a space for resistance, memory reconstruction, and Indigenous protagonism in science. The combination of traditional and academic knowledge not only supports biodiversity conservation but also strengthens the sociocultural practices of Amazonian forest peoples.