Desenvolvimento de uma sequência didática e o uso do espaço não formal como estratégia facilitadora do aprendizado

Abstract

The human species perceives and recognizes animals in nature, but seems to ignore the presence of plants. Thus, we increasingly understand the need to contextualize Botany content, making it easier for students to understand, while at the same time relating it to everyday life. This work aimed to propose, apply, and analyze a didactic sequence structured in seven moments, which used different methodologies and workspaces such as the classroom, the school cafeteria and library, and the Lajinha Municipal Natural Park, thus diversifying teaching-learning strategies, with Youth and Adult Education as the modality for applying the didactic sequence. The process was presented as an experience report, and the content analysis technique according to Bardin (2020) was used to analyze the qualitative results. The didactic sequence, which presented new methodologies and varied didactic resources, promoted critical reflection on the importance of plants. The visit to the Lajinha Municipal Natural Park made it possible to expand knowledge outside the school environment, enriching the understanding of the topic in a contextualized and meaningful way. The results demonstrated that the students' prior knowledge was valued and enriched throughout the process. In addition, there was an important awareness that changing attitudes, by seeing plants from a new perspective, is essential to promote greater attention and appreciation of these living beings. This approach reinforced the importance of a more careful and attentive attitude towards plants, recognizing the students' leading role as a central aspect, which contributed to their engagement and autonomy in the teaching-learning process, and the reduction of botanical ignorance on the part of the students.