This work aims to study, from the perspective of the Biocultural Memory, the confluence
between the scientific and traditional knowledge in the Puranga Pisasú School and how they
reaffirm the identity of the baré people of Aldeia Nova Esperança, Manaus, Amazonas. It has
its theoretical foundation backed by Toledo and Barrera-Bassols (2010, 2015) Foucault (1996,
1999, 2005, 2008), Bauman (2001, 2005), Hall (2003, 2005), Vasconcellos (2002), Meliá
(1999) and others, to understand the debate about the production, circulation and validation of
knowledge, the social status of scientific knowledge and its influence on the colonizing
process of indigenous cultures, and the concept of Biocultural Memory as a variety of
complex systems of knowledge and practices of subject-nature relationship that are
established and updated from human composition to ecosystems over time. The research was
characterized as a case study, with a qualitative-quantitative approach, using bibliographic
and documentary research techniques, semi-structured interviews and direct observation. The
results show that the school-community articulation around a work project, based on Project
Pedagogy, has allowed to articulate, although in an incipient form, the contents of the formal
curriculum with knowledge of the traditional culture, especially its symbolic and ritual
aspects, contributing effectively to the resumption of customs and practices of baré culture in
that community.
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