Percepção de alunos do ensino fundamental com relação ao conhecimento e importância das plantas.

Abstract

The relationship of humanity with plants occurs from the origin of the genus homo, although, nowadays, there is distancing of man with nature, witch reflects in the interest to study with plants. In the face of that reality, to awaken the interest has become one challenge in teaching botany, and to overcome this disinterest one of the alternatives would be to enable contextualization of botanical knowledge to students reality. Through the exposed, this work has as its objective perform and analyze a didactic sequence in the teaching of botany with students of the 8th year of elementary school of Municipal School of Basic Education Elça Carvalho da Fonseca, with location in Cuité- PB, in order to provide a greater approximation from the content to their reality, awakening the interest about the knowledge of plants. A qualitative approach study was carried out, whose execution occurred in five stages: 1) Approximation of knowledge, through the application of semi-structured questionnaires; 2) Presentation of some concepts, from an expository-dialogue class; 3) Application of the concepts, with a visit to the Project of Production and Planting of Native Caatinga Trees, at UFCG-CES; 4) Exercising fixation, through the production of posters; 5) Evaluation of learning, through textual production. During the application of the didactic sequence, the distancing of students was visible with the plants, although they participated actively and have shown interest in the activities developed. At the end of the sequence, it was possible to observe the change of perception and students narrative regarding plant knowledge, because in their speeches they began to cite ways of using, importance in several areas, with emphasis on environmental importance to the detriment of others. Thus, it is believed that the planning and organization of the activities enabled an interconnection between the previous knowledge of the students and the knowledge learned. It is believed that the teaching of botany needs constant revision, of the methodological strategies used, with the insertion of activities that amplify this teaching aiming at contextualizing the contents, that is, to bring it closer to the reality of the student.