Perceptions about Ethnozootechny in Animal Science education in Brazil

Abstract

This study analysed the knowledge and perceptions of students, professors and coordinators regarding Ethnozootechny in Animal Science education in Brazil. A quantitative, descriptive‐exploratory study was conducted using a structured questionnaire applied to 316 participants from Animal Science courses across all five regions of the country. Data were analysed using descriptive statistics, inferential tests (Kruskal–Wallis and Mann–Whitney) and hierarchical cluster analysis (Ward's method), complemented by principal component analysis. Two distinct groups were identified, representing 87% and 13% of the sample, respectively. More than 70% of respondents in both groups reported no prior knowledge of Ethnozootechny. However, statistically significant differences were observed in perceptions of its importance for inclusion in Course Pedagogical Projects, with greater agreement in the majority group, as well as in the perceived potential contribution of Ethnozootechny to professional training and in interest in research and teaching in the area. The results indicate that, despite limited familiarity with the concept, there is considerable openness toward incorporating Ethnozootechny as a strategy for epistemological and curricular expansion in Animal Science education. These findings suggest that flexible and progressive curricular approaches, such as elective disciplines, transversal interdisciplinary content and extension‐based initiatives, may represent viable pathways for integrating ethnoscientific perspectives into higher education, contributing to the development of professionals better prepared to engage with the sociocultural and environmental dimensions of animal production.