The role of schools today includes valuing and recognizing sociocultural diversity in the
classroom and society through intercultural education. In this regard, a possible theme for
addressing this topic in science classes is Indigenous Cultural Astronomy (ICA), which studies
the observational astronomy developed by different indigenous people, as our prehistoric
ancestors observed the sky with the naked eye, leading to the development of a variety of
cultural activities and the creation of astronomical branches. In light of this constitutive
perspective, we seek to answer the following research question: How is the integration of
Brazilian Indigenous Astronomy into Basic Education Science classes presented and discussed
in the academic context? Starting from this question, we define the study objective as follows:
To conduct a survey of academic productions on the teaching of Brazilian Indigenous
Astronomy from the perspective of Science education. For this purpose, we chose a qualitative
state-of-the-art research approach, through the study, critical reading, and reflection on official
documents guiding Basic Education, especially those related to Science in Elementary and
Secondary Education, to understand the didactic and pedagogical guidelines related to Cultural
Astronomy, with a focus on Indigenous Astronomy. Next, we also aimed to investigate how this
topic has been addressed in academic and scientific productions published between 2011 and
2020. To do so, we used content analysis as proposed by Bardin (2011), considering the
following stages: pre-analysis, exploration of the material, and treatment of results, in order to
highlight how the unity of Indigenous Astronomy is being enhanced in the teaching and learning
process in science in the researched productions in line with the guidelines outlined in official
documents. The research results indicate that there are no specific guidelines or official
documents regarding the inclusion of Indigenous Astronomy in science education. However,
when documents refer to the teaching of knowledge about the skies in different cultures,
indigenous culture is implicitly implied. The research also points out that there are few studies
conducted with indigenous peoples related to this theme, making it necessary to undertake new
fronts of studies and research in indigenous community contexts to record knowledge related
to their worldviews and ways of being in the world and to promote interconnections between
this knowledge and science education.
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