Whereas the sociocultural relevance of the traditional knowledge in the context of the
Segredinho community belonging to the Municipality of Capanema in the Pará State of the
northeast Pará, it is the object of the present study from the knowledge related to artisanal
fishing and the myth originated in Segredo Lake, environment natural, which adds science,
culture, and history. The composition of these elements gave rise to the following research
question: how are the relationships between traditional knowledge and scientific knowledge
configured in Science Teaching at the school of the Segredinho community? Taking into
account that the dialogical relations between traditional and scientific knowledge are
fundamental for Science Teaching based on the diversity and multidimensionality of
knowledge. Thus, this thesis aimed to understand the relationship between scientific knowledge
and the traditional knowledge of the Segredinho community in Science Teaching, considering
a view to the formation of teachers in the perspective of the dialogue between this knowledge.
In order to understand these relationships, this study was supported in qualitative research in
the form of action research in which six (06) residents, three (03) teachers from the community
school, who worked in the early years of Elementary School were involved in the multi-series
modality and two (02) school students. Science Teaching was perceived through the
transmission of content, the lack of articulation with the knowledge of tradition, and the
memorization of didactic concepts. After analyzing and problematizing the teaching practice
carried out at the community school were formative meetings were developed with the teacher
4th/5th year (multi-series) of Elementary Education, considering training such as a construct
for the re-signification of practice and the renewal of teaching. These formative meetings
weredeveloped from a dialogical perspective considering the complexity of being and
knowledge involving. I addition to the teacher, a resident and the students who experienced a
pedagogical action based on the development of the entitled didactic sequence, Fish: from myth
to food in which it was possible to dialogue the different knowledge in Science Teaching. In
order to the construction of relationships between knowledge is essential for teacher and student
training based on complexity, respecting the different readings of the phenomena and the
variety of ways of life and culture in which the subjects are involved. Which consequently
reverberates in a dialogical Science Teaching and built on the knowledge integrality.
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