BIODIVERSITY AND DECOLONIAL PEDAGOGY IN THE PRACTICES OF BIOLOGY TEACHERS

Abstract

This article investigates how Biology teachers identify and incorporate Biodiversity Education through a decolonial lens in their pedagogical practice, taking the territory of Axixá, Maranhão, as the point of analysis. The qualitative and interpretative study examined interviews with four teachers, organizing the findings into four categories: local context and decolonial practices, biocultural awareness, decolonial curriculum, and dialogue of knowledges. The results show that the territory, shaped by artisanal fishing, juçara extraction, medicinal plants, and quilombola heritage, is used to connect scientific content to students’ lived experiences, strengthening belonging and a biocultural understanding of Biodiversity. At the same time, gaps persist, such as the absence of local curricular guidelines, limited contextualized teaching materials, and insufficient theoretical grounding for decolonial approaches. The study concludes that situated practices already occur, even if not explicitly named as decolonial, and emphasizes that strengthening teacher education, producing local educational resources, and institutionalizing territorial actions can enhance the social relevance of Biology teaching.