ENTRE ABELHAS E SABERES: A MELIPONICULTURA COMO PRÁTICA DE EDUCAÇÃO AMBIENTAL NA ESCOLA INDÍGENA TEKOA MARANGATU

Abstract

The objective of this article is to analyze pedagogical experiences carried out at the Tekoa Marangatu Indigenous School, in Imaruí (Santa Catarina), focusing on the development of educational practices related to meliponiculture. The methodological procedures involved pedagogical visits built collaboratively with students and the community, during which interdisciplinary activities were developed that integrated dialogue sessions, field practices, and records produced by the students themselves. The results showed significant student engagement in the proposals, appreciation of community knowledge, and strengthening of the relationship between students and their territory, fostering reflections on care and sustainability. It is concluded that meliponiculture can be established as an articulating axis of intercultural pedagogical practices, favoring meaningful and inclusive learning. Furthermore, it proved to be capable of promoting a critical, participatory, and territorially situated Environmental Education, in line with dialogical and emancipatory principles inspired by Paulo Freire’s thought.