Acceso usuarios
Brasil
Este trabalho apresenta uma proposta metodológica de abordagem dos saberes de morfologia vegetal nas aulas de Botânica nos cursos de Biologia e Engenharia Florestal, o qual inicia pela parte da planta utilizada na alimentação humana. O objetivo principal busca disponibilizar aos professores uma proposta metodológica que possibilite a aprendizagem de botânica de forma contextualizada e lúdica, através da relação das plantas com a alimentação humana. Com os nomes populares das plantas foi elaborado o quadro relacionando a parte da planta utilizada como alimento e a morfologia vegetal, que foi a base para fazer as aulas. Para demonstrar a eficiência didática das atividades, foram utilizados dados obtidos de uma amostra de vinte e sete estudantes e os resultados apresentados e discutidos utilizando um gráfico da aprendizagem e um quadro apresentando a utilização na abordagem dos saberes.
This paper presents a methodological proposal for approaching knowledge of plant morphology to Botany class in Biology and Forestry Engineering courses, which starts with the part of the plant used in human food. The main objective seeks to provide teachers with a methodological proposal that allows learning botany in a contextualized and playful way, through the relationship between plants and human food. The construction of the work began by listing one hundred and five popular plant names suggested by the students. The scientific names of each species were compared to the popular names to enable clear identification of them in different regions of Brazil. With these names, the chart “Plants used in human food and plant organography” was created, in which the student identifies the part used as food as root, stem, leaf, flower, fruit, seed, collar, type of inflorescence, inflorescence, pseudo fruit, rhizome or megaspore. Initially, the students filled in the table in the form of a pre-test and for four weeks they related the food ingested with the part of the plant. In the fifth week, a class was held to correct and complement the answers and in the following week, an evaluation was carried out to assess the notes of the knowledge discussed. To demonstrate the didactic efficiency of the activities, data obtained from a sample of twenty-seven students of biology and forest engineering courses were used and the results presented in a learning graph and a table showing the use in the approach of knowledge.
