As plantas de importância médica na prespectiva dos três momentos pedagógicos: desafios e potencialidades para o ensino de ciências

Abstract

The teaching of science has been facing several problems in relation to the process of teaching and learning, where the search for didactic-pedagogical alternatives brings a lot of importance to itself. In front of this setting, this thesis aimed to assess the challenges and potentials of medically important plants from the perspective of the three pedagogical moments (PM), in order to contribute with other methodological possibilities for the Teaching of Sciences, as well as for the lifelong learning of science teachers. This study has a qualitative nature, classified as a "case study" research, having its methodological outline organized in three stages. The first one corresponds to the two articles present in the body of the thesis. The first article (characterized as a pilot study) investigated, through a questionnaire, the previous ideas about medicinal and toxic plants of forty four 7th grade students from elementary school in 2 public schools in the city of Uruguaiana-RS. The data was analyzed through Content Analysis. Among the students who showed that they knew how to conceptualize these vegetables, it was found that they had an anthropocentric knowledge about them, recognizing only the benefits of medicinal plants and the harmful effects of toxic plants. Most students were unaware of the vegetables with harmful effects, increasing the risk of accidental poisoning. Regarding the second article, a questionnaire was used to observe the conceptions related to the science teaching of 14 teachers of the science discipline of the final years of elementary school from municipal schools of Uruguaiana. The data was analyzed through Discursive Textual Analysis (DTA). It was found that the views of the teachers were in line with both Brazilian official documents and with the current understanding of science education of academic production of the Sciences Teaching area. The investigations carried out in these two articles served as a subsidy for the planning of the later stages of the research. The second stage of this study, corresponds to the implementation of a thematic workshop that had as focus the approach of plants with medical importance from the perspective of the 3 PMs. The subjects involved were 27 students from four seventh grade classes of elementary school from a public school in Uruguaiana. The workshop lasted 20 hours, where it was addressed the botanical knowledge necessary to the understanding of the subject. The data was obtained through questionnaires applied before and after the thematic workshop, through the drawings elaborated in the 1st and 3rd PM, through the didactic materials produced by the students in the 3rd PM and by the researcher's field diary. Data analysis was performed through Content Analysis. The results showed that the teaching of botany was favored by this approach, which instigated the students' curiosity and interest, both in the subject and in scientific knowledge, plus it has provided an environment for dialogue between the subjects involved. The last stage of this research concerns a formative process of short duration, planned and executed by means of the 3 PM. The subjects involved were teachers of the science discipline of the final years of elementary school, of the municipal education schools of Uruguaiana. Data on this training was collected through questionnaires, interviews, teaching plans and the researcher's field diary. The analysis of the data was also made through Content Analysis. Some limitations were found in relation to the teachers to follow the proposal made in the training process, and to carry out the implementation of educational planning in the classroom. The present thesis ascertained that the theme "Medicinal and Toxic Plants" addressed through the perspective of the 3 PMs can favor and enhances the teaching of the scientific knowledge of Sciences, leading the students to be the protagonist of their learning, as well as it favors the rescue and appreciation of the students popular culture, giving meaning to the school content.