"Cegueira botânica": como superar essa tendência desde a educação infantil

Abstract

The purpose of this monograph is to approach Plant Blindness as a tendency to be overcome since early Childhood Education, in order to stimulate students' interest in botany classes and in contact with nature, since it can provide several benefi ts, both for the human health and environmental conservation and preservation. In this sense, the problem of this research started from the following question: how can we encourage more children to establish a bond with nature, in order to build an emotional connection and thus seek to overcome plant blindness? From this questioning, this research had as a general objective, to present proposals for didactic sequences that stimulate contact with nature in Early Childhood Education, seeking to awaken attention to the Botany. The theoretical framework was built in the light of relevant studies on the topic addressed, seeking to address the concept of plant blindness, presenting the benefits of contact with nature, and discussing how playing in Early Childhood Education can contribute to the process of teaching Botany. Didactic sequences have also been developed that can contribute to teacher training, the teaching and learning process and overcoming this trend. Through this research, we realized the importance of the teacher in the introduction of Botany at School and in its relation to the interests of each age group, so that the object under study becomes the children's interest. Introducing Botany to school from an early age and building an emotional connection between it and children are factors that can contribute to overcoming Botanical Blindness.