Abordagem da sequência didática investigativa, no Ensino da Botânica, no espaço do Parque dos Eucaliptos, no município do Cabo de Santo Agostinho - PE

Abstract

Botany is the area of Biology that studies plants, using different structural approaches in terms of anatomical, morphological, physiological, evolutionary, economic and even ecological aspects. Therefore, it is of great importance to understand that plants, as well as animals, are inserted as biotic beings within the environment. Considering the relevance of plants, this work aimed to develop, through the application of the investigative didactic sequence, the teaching of botany, using the Eucalyptus Park as a space for high school students. For the process to occur, an investigative didactic sequence was carried out at the Cabo de Santo Agostinho High School Reference School, in Ponte dos Carvalhos, in the municipality of Cabo de Santo Agostinho-PE with a 3rd grade high school class, which was organized into five moments, totaling twelve classes. Firstly, the questionnaire was administered with the aim of diagnosing the students' prior knowledge regarding Botany content. In the second moment, the class began with a dialogical approach, in which the teacher raised guiding questions to stimulate initial discussion among students, for example: “How important are plants to your life and the environment in which you live?” “After the questions, students had the opportunity to formulate their hypotheses and share them, which promoted an environment for discussion. Furthermore, the teacher took parts of plants, such as fruits, to the classroom so that students could analyze and have more direct contact with the object of study. In the third moment, the class began with the teacher providing all the guidance to the students about the field class, based on the itinerary for the visit to the park. The teacher had previously requested the class to be divided into six groups of around seven students, in which each team was named after plants found in the Eucalyptus Park. During the field class, the teacher raised some guiding questions, such as: “What biome is the park located in?” The students answered the questions, promoting interaction between them and with the teacher mediating. In the fourth moment, the students continued as a team, in which they constructed post-field reports in the classroom, and were also able to carry out bibliographical research to deepen the content, which promoted interaction between students. In the fifth moment, a conversation circle was held with the aim of comparing previous knowledge with that acquired during the didactic sequence. During the entire process, the involvement of students in knowledge construction activities was notable, as well as the opportunity to express their opinions, listen to others and reflect on the content discussed. Therefore, this research led the teacher to adopt a different approach to evaluating students, focusing on continuous and procedural assessment. It enabled the teacher to more carefully observe the particularities of each student, not just conceptual, but attitudes and behaviors. In the end, an educational resource was developed by the teacher, containing the didactic sequence.