Ensino de Botânica por meio da abordagem complexa entre arte e ciências

Abstract

In educational literature, one of the highlighted problems in the teaching of Botany is the excessive use of “difficult” nomenclatures and its various areas, which distances students from the subject and hinders meaningful learning. As a strategy for reversing this, we turn to Edgar Morin, who advocates not fragmenting teaching by means of a complex approach between different types of knowledge, Bruno Latour’s propositions on science and technology as human constructions, the theoretical panorama of STSE Education (Science, Technology, Society and Environment) and SSI (socio-scientific issues) – alluding to this outline, we propose a complex approach between art and science. The aim of this research is to analyze the potential and challenges inherent in the interaction between art and science in relation to the teaching of botany in the 7th year of elementary school, covering the extension course “Botany and Art: Possibilities at School”. The research has a qualitative emphasis, involving teachers who teach Science and Art in the state of Paraná for the 7th year of elementary school, as part of an online extension course, via Google Meet and Google Classroom, linked to UTFPR. The methodological procedures include a preliminary stage of research (Stage 1), in order to provide input for the development of the extension course, in documentary and bibliographic form. The first set of documents, in terms of documentary research, refers to the National Common Curriculum Base (BNCC) and the Curriculum of the State of Paraná (CREP), in terms of official guiding documents; the online classes on Botany content for the 7th year of elementary school on the Aula Paraná website and the corresponding assessment tests on the Quizizz platform and Prova Paraná from the Paraná State Department of Education (SEED), alluding to regional institutional demands; with regard to bibliographical research, the Araribá Mais Ciências book for the 7th year of elementary school was analyzed. In a second set of documentary research, Instagram posts were analyzed, involving subjects related to STSE, SSI, art and botany, in order to highlight dimensions and perspectives of interrelationships, alluding to the period 2021-2023. With regard to the actions in the extension course (Stage 2), the constitution of data involves three moments: through questionnaire responses, one at the beginning and one at the end of the course; through the oral and written expressions of the participants in the synchronous and asynchronous activities of the course, with video recordings on Google Meet; and through the researcher’s Field Diary records with her personal reflections on the process and artistic practice carried out with the students.The data was analyzed according to Content Analysis. Ana Mae Barbosa’s triangular approach and the three pedagogical moments were used to plan the extension course activities. As an educational product, digital teaching material was developed on the Google Classroom platform in order to contribute to the teaching of botany in a complex and contextualized way. There were perceptions of the potential of integrating art and science for learning and connecting human beings and nature; the challenges were the availability of resources, time, ongoing support and coordination between the various disciplines.