Aprendendo botânica na Praça da Paz: uma proposta de sequência didática

Abstract

A basic education is established by the Law of Guidelines and Bases of National Education and is guaranteed by the 1998 Federal Constitution as an essential right. In this perspective, the teaching of Science and Biology is within basic education and is marked by attempts to introduce international and academic projects into its configuration, resulting in a historical legacy in the current teaching scenario of this area, which is carried out in a fragmented manner with a focus on memorization. Botany is the area of Biological Sciences that is dedicated to the scientific study and classification of plants and algae, and consequently is affected by the previously mentioned configuration of science and biology teaching. In an attempt to contribute to overcoming this scenario, the present research aims to develop strategies for teaching Botany in Basic Education using the plant diversity of Praça da Paz, João Pessoa, Paraíba. Teaching is not just about transmitting knowledge to another person; it is also about making the knowledge meaningful for the student, presenting situations where the student interacts with scientific knowledge effectively and actively, taking on an active role in the teaching-learning process. To develop the activities, a survey was first conducted of both the species of tree angiosperms in Praça da Paz and the botanical content covered in textbooks. Finally, didactic activities were developed on botanical content related to the plant diversity found in the square. Based on the results obtained, it is evident that Praça da Paz is a well-wooded space, allowing for various connections between its diversity of angiosperms, the content present in textbooks, and the National Common Core Curriculum (BNCC). This reinforces the importance and contribution of using non-formal spaces for teaching, as they greatly contribute to my personal journey in education and research in the teaching of Science and Biology.