Ensino de botânica na educação básica: concepções dos professores mestrandos do Mestrado Profissional em Ensino de Biologia (PROFBIO) da Universidade Federal da Paraíba

Abstract

It presents the question that the teaching of Natural Sciences may become, over the school years, uninteresting and dry content. This phenomenon is attributed to the descriptive and technical nature that the classes acquire, particularly in Biology, where students often perceive the teaching as overly theoretical and disconnected from their daily realities. The specific challenges in teaching botany, which are evident among both students and teachers, result in a precariousness in teaching. There is criticism of the tendency in teacher training to simply reproduce what was experienced at university, without developing a deep understanding of what it means to be an educator. This research aims to understand the conceptions that master’s students of the Postgraduate Program in Biology Teaching (PROFBIO) at the Federal University of Paraíba (UFPB) have regarding botany teaching and their role as subjects involved in the teaching-learning process. The study used descriptive research with a qualitative-quantitative approach to understand teachers' conceptions and difficulties in botany teaching in basic education. Data collection was carried out with 30 master’s students from PROFBIO at UFPB - Campus I, with 18 in-person responses and 12 online, through questionnaires applied both in the classroom and virtually. The methodology included ethical approval, the use of questionnaires, and content analysis, according to Bardin (2011), to identify gaps in botany teaching. The results were organized into graphs to facilitate the analysis of the teachers' learning curve. The study analyzed various aspects of the training and performance of biology teachers in relation to botany teaching. Most of the respondents hold postgraduate degrees, with 54% having a master's degree, but their initial training in botany was limited, with most having only 1 to 2 semesters of study. Most teachers work in Paraíba (60%), and many report that their training was insufficient to teach botany. The main challenges faced include students' lack of motivation, difficulty in visualizing botanical processes, and the lack of teaching resources. Additionally, the predominance of theoretical lessons and the lack of time to cover the necessary content compromise the effectiveness of teaching. To address these issues, teachers suggest more practical and integrated approaches, such as the use of technology and field activities, emphasizing the need for curricular reform and specific continuing education in botany.