Plantas medicinais na aprendizagem de botânica do ensino médio

Abstract

The Botany has been considered an arid field, and discouraging component of the school curriculum by students and people who have already studied it. Apparently, the student can’t perceive the presence of plants among other living beings, which notices the concept of botanical blindness. These, propagate and still play an extremely important role in relation to life, society and the planet itself, making it a very important subject to be learned. According to the academic literature, a non-traditional teaching approach leads to a more meaningful learning process, applicable then in the objective of this work, which was to create a didactic sequence in order to allow the teacher to be more of an advisor while the students could be more protagonists of their own knowledge, using a semi-structured questionnaire that assesses students' previous knowledge; a lecture on plants and their functions and use by society; research and reading of scientific articles on selected species; creating an environment for growing plants; production of histological slides and, from these slides, a creation of models of plant tissues with modeling clay. Even though many schools do not have adequate areas and equipment, the activities of this didactic sequence can be modeled in order to meet all realities and achieve more learning. To evaluate this work, a semi-structured questionnaire was formulated and sent by e-mail to high school teachers, which must be widely accepted in the application of the didactic sequence, in its use and in its impulse to the student's role, proving to be a great option intervention. According to the results, this work contributes to Education, for teachers, for the change of vision about vegetables, besides being a reference for future elaborations in other schools or other environments, leading to the dissemination of more knowledge about botany and the intervention model itself.