Perspectivas contra-hegemônicas da construção e tranmissão cultural do conhecimento

reflexões antropológicas

Abstract

This article reflects about the construction and cultural transmission of knowledge from a bibliographic review of the question to a more plural perspective, which favors the recognition of methodological, political, social and symbolic implications in constructing and transmitting knowledge. Ingold (2018), Baniwa (2019), Lave (2015) and Fernandes (2004), in a microcentric and plural sense, problematize cultural hegemonies that may end up invisibilitizing other ways of producing and transmitting knowledge. These authors present concepts of traditional knowledge produced from local practices; the need for an Indigenous Anthropology; the learning process as/in the situated practice; and the children's groups such as a culture and a folklore broadcasts. The work aims to present possible paths from such reading scope, which problematize the formal education systems and their exclusions, the social markers that can affect the transmission of knowledge, the need to review the actual curricula and knowledge productions in the academic field; and the need to uncover the political implications of the various forms of transmission and cultural construction of knowledge.