Sistemas de associação entre plantas, fungos e abelhas para a percepção da biodiversidade no ensino de biologia

Abstract

The lack of awareness regarding certain groups, such as plants, represents a significant challenge in Biology education. This issue is underscored by pedagogical approaches that are overly focused on content-based activities, often leading to decontextualized or inadequate presentations that fail to effectively showcase their diversity in a broader scope. The perception of species and their unique attributes is intricately linked to cognitive and cultural processes, influencing interest in studying and implementing conservation policies for these organisms. Given the close association of fungi and bees with plants, their portrayal in educational materials can significantly impact botanical and biodiversity awareness. Through documentary research and discursive textual analysis, this investigation revealed that plants, fungi, bees, and their ecological association systems are underrepresented in the Currículo em Ação textbooks, which are part of the Currículo Paulista pedagogic materials. Activities within these materials often employ limited approaches, exhibit conceptual errors, and rely on obsolete biological models. Despite these shortcomings, we identified certain activities with the potential for integrated, meaningful, problematizing, and interdisciplinary teaching. These activities involve the incorporation of traditional and indigenous knowledge about plants, fungi, and bees. However, realizing this potential necessitates a comprehensive restructuring of the Novo Ensino Médio education system and the associated curricular materials.