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The objective of this study was to understand and highlight the educational potentialities, related to the dialogue between scientific and non-scientific knowledge, of an extension project that promotes the dialogue between scientific and non-scientific knowledge, of an outreach project that promotes artistic-pedagogical artistic-pedagogical actions through the dialogue between generations, having visual art, collective memory and the ecology of knowledge perspective as mediators. memory and the perspective of the ecology of knowledge as mediators. This work is based is based on the foundations of Boaventura Santos (2007, 2010), in relation to his perspective on the "Ecology of knowledge" and the "Ecology of knowledge", and Paulo Freire's (1996, 2011a, 2011b). The relationship between poetic narratives and collective memory was based on the studies of. Halbwachs (2004) and Walter Benjamin (1984, 1994, 1995). This research was organized on the basis of an exploratory qualitative exploratory study, adopting the case study as a research technique. research technique. The locus of the research was defined as the rural space, and young high school students and a family were investigated. high school students and a family of family farmers were investigated. The results of this The results of this research indicate that the participating students, when involved in dialogues with peasant subjects, mobilized different different knowledge linked to the construction of collective and dialogic processes that allow for the collective and dialogic processes that allow relating different forms of school or non-school knowledge. It was also found that the discourses and practices of the students manifested reflections on the ecology of knowledge perspective with the intention of applying it in artistic-pedagogical actions that occurred during the execution of the extension project investigated.

1 instituto federal de educação, ciência e tecnologia do tocantins 2 instituto federal de educação, ciência e tecnologia do tocantins 3 instituto federal de educação, ciência e tecnologia do tocantins

Cultural diversity is a reality that imposes new responsibilities on the school, presenting itself not as a problem, but as an artifact that allows the construction of meaningful knowledge by the student. In this perspective, this study presents the educational potentialities identified in the development of the extension project "Dancing to Learn and Educate", linked to the Federal Institute of Education of Tocantins / IFTO-Campus Paraíso do Tocantins-TO. This research investigated the construction of knowledge from the perspective of the school and community relationship, through the dialogue between the body language of the dance and the social context of the student and the knowledge proposed in the subjects of the curriculum of the Integrated Technical Course for High School. For this, it presents characterized in a qualitative approach, having as research technique the case study and as instruments of data collection questionnaires, logbook and chats meetings. The theoretical framework is based on the perspectives of education of Paulo Freire (1996, 2011a, 2011b), the prospects for Laban (1978, 1991) and other theorists who study the dance-education area, The subjects investigated were students from the Integrated Technical Course to High School and from two state schools of the Paraíso do Tocantins city. The results of this research indicate that the educational methodology of the investigated extension project is gradually involving participating students and members of their community in dance actions that seek to learn and teach through the creative experience of the body, allowing free movement to enjoy and hybrid of dance and culture and expressing the meanings of life, the ways of living and being in the world.