Abstract
This work aims to discuss the development of a scientific culture of indigenous peoples, as well as the importance of culture for the promotion of critical thinking by students and teachers in training. Therefore, we argue in favor of ethnoastronomy, knowledge developed by indigenous peoples of the Americas and presenting a wealth of information, culture and tacit knowledge. Our discussion will do so by understanding the pedagogical potential that ethnoastronomy provides, for it is an astronomy based on sensory elements, not geometric and abstract elements, and also to allude to elements of our nature (mainly fauna and flora) and history, promoting self-esteem and appreciation of ancient knowledge, stressing that different interpretations of the same region of the sky, made by diverse cultures, help in understanding cultural diversity. Thus, in addition to seeking the inclusion of Astronomy contents in elementary school, we must also pursue recovery and the teaching of ethnoastronomy; which can be realized and optimized if articulated approach to Science, Technology and Society (STS).
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