Plantas medicinais como tema gerador para a aprendizagem de botânica nas turmas da 2o série do ensino médio

Abstract

Fragmented teaching is common in many areas of study, one of them being Botany, in which subjects are works in a way that is disconnected from the reality of education, which results in botanical blindness, thus compromising students' learning regarding the contents of the area. . Therefore, using medicinal plants as a generating theme is important, as it makes it possible to work on these issues through themes extracted from the context of education. In this sense, the present work entitled Medicinal Plants as a Generating Theme for Learning Botany, with the target audience being 36 students from the 2nd year of high school, aimed to analyze the problems that directly interfere in the teaching-learning process of Botany in classes 2nd grade at E.E.E.F. Professor Antônia Rangel de Farias, located in the municipality of João Pessoa-PB and from this highlights the potential of using Medicinal Plants as a proposal for a generating theme in the teaching of Botany to achieve a more contextualized and meaningful teaching-learning. To carry out the work, a qualitative participatory research was used, in which the activities were carried out in 5 moments, namely: application of a survey questionnaire, expository-dialogue class, application of a didactic game, theoretical-practical class and application of evaluative questionnaire. Furthermore, to verify the efficiency of the method used, data collection occurred through content analysis, in which the results show that students have extensive knowledge about medicinal plants, but still have difficulties regarding botany content. Therefore, through activities using medicinal plants in a generative perspective, specific aspects of different areas of botany were explored, such as physiology, morphology, anatomy and plant taxonomy in a contextualized and interactive way, promoting not only rescue and appreciation of traditional knowledge, but also teaching that is more connected to practice and real life, thus bringing scientific knowledge closer to traditional knowledge.