Educação, etnobotânica e plantas medicinais : um estudo de caso no curso técnico em Agroecologia (Instituto Federal de Educação, Ciência e Tecnologia, Campus Cacoal, Rondônia, Brasil)

• Ano de defesa: 2018
• Autor(a) principal: Almeida, Edslei Rodrigues de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Exatas e da Terra (ICET); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação em Ciências e Matemática - PPGECEM
• Palavras-chave em Português: Ensino; Etnobotânica; Educação profissional; Institutos federais; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA; Teaching; Ethnobotany; Professional education; Federal institutes
• Link de acesso: http://ri.ufmt.br/handle/1/3372

This doctorate thesis analyzes the use of ethnobotany as a connection between Basic and Professional Education, of an Integrated Technical Course in Agroecology, provide by Federal Institute of Education, Science and Technology of Rondônia/IFRO/Campus Cacoal (Instituto Federal de Rondônia/IFRO/). The text presents a historical reference of professional education in Brazil, since its implementation in the last century, besides presenting a theoretical framework on the integrated curriculum and its articulation in the professional education of high school level, also presenting, a state of the knowledge about the theme addressed in the research, in the North Region of Brazil. The methodological path covered in this research was qualitative, we adopted this idea, since we understand that "research" in education differs from other areas of human interest, since it recognizes subjectivity in the search for knowledge, allowing possible inferences about the collective knowing. We took out as an investigative basis, the Case Study, this is explored in all its aspects and its use in educational research. The data collection techniques consisted of the analysis of documents on professional education, pedagogical project of course, resolutions that establish the guidelines of this modality in education, the evidences source were the interviews carried out with the teachers and students that make up the place of research, some field records collected during the interviews were also used. The text also presents a theoretical articulation on the transversality of ethnobotany and environment education, as well as the possibilities of insertion of this in the teaching of sciences. The data revealed that IFRO/Campus Cacoal teaching and student community has a range of knowledge about medicinal plants, and that these should be used as a cross-over theme in the course subjects, but, this knowledge is not explored in the process of teaching and learning. Finally, we recommend that ethnobotany be inserted in the course curricular grade based on the data revealed in the research, which evidenced the possibility of this in the connection between basic and professional education.