Tese
Botânica no ensino fundamental: investigação como estratégia pedagógica
Fecha
2022-07-15Autor
Tatsch, Helene Mochetti
Institución
Resumen
The teaching of Botany has not been highly regarded by students and teachers, because they
show a certain rejection to the knowledge about plants, considering it difficult to understand
and full of complex terms and processes. Overall, people do not seem to perceive plants apart
from their ornamental or feeding role. This lack of interest in Botany can have a direct impact
on the preservation and valorization of plant biodiversity, since plants, because they are not
known or seen, lose their space in preservation policies. In this work, we seek to propose and
analyze practical activities, supported in some aspects of scientific work and aligned to the
proposal of Spiral Teaching, for the study of Botany in Elementary School. In order to
achieve the proposed objective, the changes proposed by the National Common Curriculum
Base (BNCC, initials in portuguese) for the Teaching of Botany were analyzed. Later, we tried
to verify, in science textbooks, how the contents on plants were distributed before the BNCC
and after it. After this analysis, a didactic sequence was proposed and analyzed for the
teaching on plants for the 2° year of elementary school, exploring observation, registration
and experimentation. In addition, activities were suggested for the 6° year of elementary
school, using experimentation to study the germination process. In order to reduce the lack of
perception about plants, we sought to propose and analyze activities that would allow the
observation of plants in the environment and in the daily life. To this end, activities were
presented using botanical inventory tools and non-formal teaching spaces, which are also
thought to be applied to the 6° year of elementary school. With the development of the work,
it can be seen that there was a reductionism in the contents of Botany for elementary school at
BNCC. However, it was found that practical activities applied in a manner adapted to each
level of teaching could contribute to the understanding of plants in a broader way. In addition,
the manifestation of botanical blindness was an obstacle to the study of plants and their
valorization. Overcoming this scenario can be observed in the development of practical
activities with plants and in natural environments, favoring the observation of biodiversity in
the context of education. The contributions of this work bring proposals to elementary school
teachers who seek to develop the study of plants in a diversified, active and contextual way in
order to fill the possible gaps presented by the current curricular proposals.