This study, linked to the line of research Curriculum, Teacher Training and Teaching
Knowledge, of the Postgraduate Program in Education at Federal University of Tocantins
(PPGE/UFT), proposes to lecture about how ethnoknowledge (knowledge, traditions and
cultures, passed from generation to generation in traditional communities) – from the
perspective of Rural Education under the epistemology of complex thinking and
transdisciplinarity – at the Nossa Senhora da Conceição Municipal School, a public institution
located in the Kalunga do Mimoso Quilombola Community, in Arraias, Tocantins, Brazil. To
support our investigation, we are based on the assumptions of ethnoknowledge listed by
Miranda (2007), Nascimento (2013) and Rocha (2014); rural education by Arroyo, Caldart
and Molina (1998); the complete thought of Morin (1977, 2000, 2002, 2003, 2010, 2011,
2015); the transdisciplinarity of Fazenda (1993), D’Ambrosio et al. (1998), Melo (1999),
Nicolescu (1999), Moraes (2008) and Santos (2008); among other essential elements to the
proposed discussion. The qualitative and basic approach was possible through exploratory,
bibliographic and documentary research, whose investigation technique corresponds to semi-
structured interviews, participant observation and document analysis, which corresponds to
methodological triangulation itself. As results of the work, we highlight the professionals’
perceptions regarding the integration of knowledge and practices from the community and
inserted into school content, as well as the need to think as a whole to integrate knowledge at
various levels of reality. However, the observed institution presented deficiencies in the
documents that govern teaching in rural schools in that municipality, such as the Guidelines
for Rural Education and Quilombola Education; non-existence of the Political-Pedagogical
Project (PPP), relating to the curriculum and teacher training for work in rural schools; and
gaps concerning the physical and pedagogical structure in educational establishments in the
aforementioned community. Thus, we believe that this research ca n contribute to debates
regarding teaching in schools in rural environments, when it comes to the need to analyze the
context surrounding this modality from the perspective of complex and transdisciplinary
thinking.
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