Abstract
This article is the result of an ongoing research under the project entitled 'The local curriculum in Mozambican schools: epistemological and didactic-methodological strategies for its implementation'. Based on ethnographic research, the collection is being made. Systematization of knowledge and cultural experiences of local communities are also collected in the three regions of Mozambique (North, Centre and South) seeking their appreciation to Local Curriculum component. The overall objective of the study is to analyze production processes and legitimization of local community knowledge, in search of elements for a 'didactic transposition', specifically in the teaching of Natural Sciences. Preliminary results of the research point to the existence of sufficient evidence to support the hypothesis of inclusion of local community knowledge in school content. Thus, we suggest that strategies are established involving the training of teachers, the adoption of educational policies that give priority to local knowledge and the use of appropriate methodologies that underlie the deepening and extension.
Highlights
The relevance in addressing this issue is that, during the empirical research, many words and many actions that we were "given" by local communities do not find at first glance, a reasonable justification, need to enter in the epistemological issues
That's why you can talk of the "strong time" of the myth: it is the prodigious time, "sacred", where something new, strong and significant was manifested fully. Reinstate it as often as possible, re-watch the spectacle of the divine works, rediscover the supernormal relatives and relearn their creative lessons is the desire that can be read in all the rituals reiterations of myths. (ELIADE, 2000:22). In this search, who are we after all? In this search made possible through knowledge of local communities, can be distinguished, according ELIADE (2000), in four functions of Myth: a) Mystical function - which consists of opening the individual makes to the world to the dimension of the mystery to the mystery of consciousness
Still in the discussion on the relationship between local knowledge and sensations "found" in local communities, it is important to make an inference from this knowledge with symbolic models, with imagination and imitation that were feelings that came to light when research was conducted
Summary
Within implementation of the project on "The local curriculum in Mozambican schools: epistemological and didactic-methodological strategies of its implementation," the Pedagogical University is conducting research that aims to: a) Collect and systematize the knowledge and cultural experiences of communities for their use in Mozambican schools; Concept of Local Communities. Unlike the community, is conducted by the predominance of rational will, each individual sees himself as the ultimate focus of concern, encouraging a kind of hostile behaviour to other members of the group This is how the above author defines the society as a social relationship in which the attitude of its constituents is based on a compensation of interests for rational reasons, purposes or values. The transmission of this common knowledge, in our view, does not mean should be left to the secondary level, the local knowledge those that Geertz (1989:137) prefers to call them "the common sense knowledge" coming in a form of "in the form of epigrams, proverbs, jokes, stories and not in formal doctrines, axiomatic theories, or architectonic dogmas." Based on this common sense that the primitive developed and systematized sets of empirical knowledge that appeared having no practical use but when well systematized and socialized, can be a pool of valuable knowledge. 134 The Knowledge of Local Communities and School Knowledge: In Search of A Didactic Transposition in Natural Sciences
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