O Conhecimento de Botânica nos documentos da Educação e no planejamento do professor: Elaboração de um produto educacional que reúne ideias para o ensino utilizando plantas

• Ano de defesa: 2022
• Autor(a) principal: Ferreira, Miriam Aparecida
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Ensino de Ciências e Matemática (Mestrado Profissional)
• Palavras-chave em Português: Planejamento; Formação de professores; Metodologia; BNCC; PCN; Botânica; Produto educacional; Planning; Teacher training; Methodology; NCP; Botany; Educational product; CNPQ::CIENCIAS BIOLOGICAS; Ciências - Estudo e ensino
• Link de acesso: https://repositorio.ufu.br/handle/123456789/37589; http://doi.org/10.14393/ufu.di.2022.5374

The present research proposes to study the documents that promote contemporary Brazilian education, such as the National Curricular Parameters (PCN), from 1998, and the National Common Curricular Base (BNCC), from 2018, specifically with regard to the planning of Science classes. related to Botany content. The first chapter brings the theoretical contribution about Botany in regulatory landmark documents of Brazilian education. This reflection was carried out from the analysis of the aforementioned organizing documents of contemporary Brazilian education, a fact that made it possible to carry out a data collection based on a research on the profile of the teacher of the Science discipline, specifically with regard to knowledge related to the discipline of Science. Botany. Through a questionnaire, the collected data were analyzed and described in the second chapter, trying to understand the conceptions of Elementary School II teachers about the planning and teaching of Botany. At the end of this study, it was possible to visualize a work proposal that presents, in a constructive way, certain knowledge from Botany through the parameters presented in the BNCC. With this, it was possible to understand at what point planning is a facilitator for the teaching didactic practice and if the participating teachers have autonomy in approaching Botany using innovative methodologies following the proposal of the didactic material and the BNCC. In this way, the present research proposes, in the third chapter, to elaborate, apply and evaluate an educational product as a source of inspiring ideas so that teachers can develop botanical plans and activities. The product was sent for analysis by public and private science teachers, in order to evaluate it for study purposes and verify if it can be a facilitator in the preparation of plans and classes. The results of this evaluation were analyzed and discussed in chapter three of this dissertation.