Intervenção pedagógica com o uso de metodologias ativas para a redução da impercepção botânica em relação ao conhecimento da biologia, ecologia e conservação da espécie Araucaria angustifolia (Bertol.) Kuntze

Abstract

Botanical imperception constitutes one of the main challenges in Botany education, as it hinders the recognition of the importance of plants for the maintenance of biodiversity and ecosystems. In this context, this research aimed to evaluate the contribution of a pedagogical intervention based on active methodologies to reducing botanical imperception and expanding knowledge about the biology, ecology, and conservation of Araucaria angustifolia in a seventh-grade class at Escola Municipal de Ensino Fundamental Gina Guagnini, in the municipality of Muitos Capões, Rio Grande do Sul, Brazil. The research is characterized as applied, with a qualitative approach and descriptive objectives, using questionnaires administered before and after the pedagogical intervention, empirical observation, and records produced by the students as data collection instruments. The didactic sequence incorporated different active methodologies, including activities using botanical dice, investigative practical classes, dialogical lectures combined with a flipped classroom approach, a field trip to a Conservation Unit, and podcast production. The results demonstrated improvements in students' understanding of the biological, ecological, and conservation aspects of the species, greater use of scientific terminology, strengthened student agency, and an expanded perception of the importance of plants and biodiversity conservation. Comparisons between the diagnostic and final instruments indicated significant development in the knowledge constructed by the students, supporting the assumptions of Meaningful Learning and active methodologies as strategies capable of promoting contextualized, critical, and socially relevant learning. As an educational product, a didactic sequence was developed based on Ausubel's Theory of Meaningful Learning and Paulo Freire's dialogical and problem-posing perspective, aligned with the skills EF07CI07 and EF07CI08 of the Brazilian National Common Curricular Base (BNCC). The material brings together learning objectives, content, methodologies, resources, assessment procedures, and teacher guidelines. Developed from the local context, the product offers possibilities foradaptation and replication in different educational contexts and with different plant groups, constituting a support tool for Science education and for promoting the appreciation of plant biodiversity. [resumo fornecido pelo autor]