Jardim escolar no ensino de Botânica: uma experiência teórico-prática

Abstract

The creation by students of concepts not systematized during the teaching-learning process, using aspects inherent to everyday life, expresses an important factor in the construction of school knowledge. In this context, we highlight the development of structuring contents, that is, guidelines that identify and organize the fields of study of a school discipline, fundamental for the understanding of its object of study and teaching. Among the contents of difficult approach and interest by the students, worked in the area of Sciences, stands out the Botany, which faces a series of problems for the construction of its knowledge. Simple alternatives may contribute to Botany's approach to science teaching. The use of green spaces and didactic gardens constitute an excellent opportunity for understanding and involving students with nature, through manual activities, observation and research. In this sense, the objective of this work was to develop theoretical / practical activities using different didactic resources, with methodological approach that use field classes, interactive games and garden maintenance. Nine seventh-year primary school students participated in a public school in the city of Dois Vizinhos - PR, seeking to assist in the teaching-learning process of the Botany content. The activities developed during the classes were analyzed using the documentary analysis, with the accomplishment of a Pre-questionnaire at the beginning of the present study, written evaluation and a Post-questionnaire, carried out at its end. The answers of the Pre-questionnaire showed the students' difficulties in learning Science, 89% of the answers affirming this condition, mainly related to Botany content, with results below that considered as good knowledge (67%). The use of different methodological referrals for Botany teaching proved to be effective in the contribution to teaching-learning, demonstrated through the students' statements regarding this contribution, making classes more attractive and fun. At the end of the development of the project, the evolution was verified through the responses observed in the Post-questionnaire concerning knowledge in Botany, which evolved from 33% in the Pre-questionnaire to 78% in the Post-questionnaire. The results obtained through the development of the project show the need for more attractive and dynamic classes, demonstrating that methodological referrals that provide the students with an interest in the content worked contribute positively to the teaching-learning process.