Expressões artísticas como ferramenta pedagógica para o ensino da vegetação do semiárido

Abstract

Botany, as a branch of Biology, has often been neglected by students in the school context—a phenomenon known as “Plant Blindness”—which compromises the recognition, appreciation, and care for plant species. This disinterest is even more pronounced in semi-arid regions such as the Caatinga, a biome that, despite its remarkable resilience to harsh climate conditions, undergoes intense environmental degradation, mainly as a result of anthropogenic actions. In light of this scenario, this research aimed to analyze how a didactic sequence (DS), developed based on artistic and cultural expressions, could contribute to the construction of knowledge about the Caatinga vegetation, its morpho-anatomical adaptations, and its sociocultural meanings. The study was carried out with 25 first-year high school students from a public school located on the outskirts of Fortaleza (CE), whose students have limited access to spaces of science and culture and demonstrate low interest in content related to Botany. The number of participants (n = 25) was defined based on criteria of accessibility and feasibility, considering the available class at the selected public school. The pedagogical proposal consisted of six integrated stages. Data collection was carried out through semi-structured questionnaires applied before and after the didactic intervention. Data analysis was based on Bardin’s content analysis technique, supported by tables, frequencies, and percentages. The results showed progress and indicated pedagogical potential for improving students’ understanding of the ecological and sociocultural importance of Caatinga vegetation. The artistic productions and evaluative comments revealed a significant enhancement of knowledge, highlighting the potential of an interdisciplinary approach and the use of art as mediators in Botany teaching.