Ensino de botânica: sequência didática sobre estruturas secretoras das plantas

Abstract

The relationship with plants has undergone several changes throughout human history, in addition to many challenges related to the teaching of botany, considering the entire educational context our country faces. Traditional education has proven to be an aggravating factor in the lack of engagement and interest of students in botany content, which is fragmented and undervalued in school curricula. There are alternatives to changing this reality, some of which are associated with pedagogical trends that, together with didactic sequences and active methodologies, can help improve the teaching-learning process for students, as well as contribute to the fight against botanical imperception. In this work, a didactic sequence proposal was developed from the perspective of Historical-Critical Pedagogy on the theme of "secretory structures," with the goal of assisting science and biology teachers in producing didactic materials to improve the teaching of botany.