O ensino de botânica na educação básica sob a ótica dos professores de ciências e biologia

Abstract

The Teaching of Botany, in general, is very theoretical and discouraging for students, as well as undervalued within the Teaching of Science and Biology. The teacher is the central figure in the teaching process showing the students the knowledge that accumulated in a nonproblematized and decontextualized form of the environment that surrounds them. In general, it is observed that students have faced difficulties in assimilating content in this area of knowledge. Often teachers do not have the mastery of teaching tools to create strategies other than traditional and exhausting theoretical classes without linking to the reality of students. Thus, the objective with this research was to understand how the teaching of Botany has been approached in the schools of basic education from the perspective of the teachers. For this, a questionnaire containing open and closed questions about Botany teaching and professional training was applied to science and biology teachers from public schools in the state of Ceará. The results showed that the teaching of botany has been approached in schools in a traditional, theoretical and expositive way, with no relation to practice. The difficulties most cited by teachers were the use of nomenclature and classification of plants, lack of interest on the part of the students, lack of structure and material for practices, lack of mastery and time to work the content. It is up to the teachers to change this paradigm, using materials and resources diversified in their classes, for example, and seeking greater training for the mastery of pedagogical methodologies needed in class.