Ensino de Botânica em espaços não formais de educação na Grande Vitória-ES: uma proposta de guia ilustrado como potencializadora da práxis docente
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Data
2020-10-30
Autores
Junger, Ana Paula Fantecelle
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Universidade Federal do Espírito Santo
Resumo
Teaching in Brazil is still very focused on a traditional approach, which ends up generating disinterest and demotivation in students. Within the subject Biology, the content that suffers the most from this is Botany, overlooked by students and teachers, who remain in a cycle of demotivation that must be broken. As a result, this work has as main objective to offer basic education teachers an illustrated and detailed guide that helps in the planning of their botany classes and contributes to the students' motivation and learning. This research has a qualitative and quantitative approach and its procedural nature is of the type of action research. Visits and data collections were carried out in 13 non-formal spaces (NFS) with potential for the study of Botany, located in the Metropolitan region of Greater Vitória. To complete the guide, 10 investigative teaching sequences (ITS) were elaborated as proposals for activities to be developed in NFS. The research was based on the opinion of teachers who analyzed the potential of the guide for use in their classes, as well as their views on botany teaching and the application of two of the ITS in NFS, as proposed by the guide. This study ratified the idea of other studies that show that Botany is overlooked by teachers, and it was perceived that this largely happens due to the choices that the teachers themselves make. Planning classes in NFS is not an easy task, and the teacher can go through several difficulties for this to happen. The mishaps found in the visits to the spaces confirm the importance of this guide as a facilitating and inspiring tool for teacher planning. The teachers reported that they would use the guide in the preparation of their classes and realized the potential to reduce the strangeness students have with Botany due to its use. The classes in NFS sum up learning about plants in their own environment and the investigative classes allowed this learning to happen autonomously, giving more prominence to the student. The results of the classes were satisfactory and generated significant learning at various times. Students feel more motivated by the NFS classes associated with the investigative approach when compared to traditional classes and field classes taught in another way. These data allow us to deduce that the association between NFS and the investigative approach is promising for teaching and learning processes and for a better perception of students about Botany.
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Ensino de biologia , sequência de ensino por investigação , educação não formal , plantas