Aprender fazendo: jardim sensorial como metodologia ativa de ensino-aprendizado em botânica

Abstract

This undergraduate thesis was structured into two complementary chapters. Chapter 1 presents the theoretical framework and justification of the research, addressing the issue of botanical imperception—defined as the difficulty individuals face in recognizing the importance of plants in ecosystems and human life. It discusses cultural, pedagogical, and neurophysiological causes linked to traditional Botany teaching and highlights the need for active learning methodologies, such as learning by doing, in non-formal environments. Within this context, the study proposed the use of a Sensory Garden (SG) as an educational tool that integrates sensory perception, emotion, and scientific knowledge to foster meaningful learning and environmental awareness. Chapter 2 consists of the scientific article that implemented this approach. The study was carried out with 22 students from the technical Agronomy program at Escola Estadual Ivens Vieira (Angatuba/SP), in partnership with the Conservation Biology Laboratory at the Federal University of São Carlos – Lagoa do Sino Campus (Buri/SP). The experimental design included theoretical lectures and practical activities in the SG. Statistical analyses (Student’s t test and chi-square test) revealed no significant differences between the trea and control groups (p > 0.05), leading to acceptance of the null hypothesis. Nevertheless, qualitative observations demonstrated greater engagement and curiosity among students involved in practical tasks, underscoring the SG’s formative potential for Botany education and its capacity to promote a more sensitive and lasting botanical perception.