Plantas medicinais como uma proposta interdisciplinar de ensino

Abstract

The division of knowledge into different discipline contributed to the existence of high degree of specialization, making it difficulted to connect the different areas of knowledge. Seeking to get around this, researches emerged that related the different domains of knowledge. Among these studies, interdisciplinarity can be mentioned, which integrates the different disciplines. This approach is present in the current educational document, such as the Base Nacional Comum Curricular, focused on connections among several areas and different types of knowledge. Therefore, the study of medicinal plants may be relevant for an interdisciplinary approach due the multiplicity of disciplines that can be worked on in the studied of this theme. In this way, the objective of this research was the elaboration and application of a didactic sequence with themes related to the medicinal plants; interdisciplinary; science and popular knowledge, in order to understand its importance for the learning in basic education. To achieve this purpose, the methodology based on a case study was used, as the application of the didactic sequence may cause different conceptions in each research locus. Thus, we chose to carry out this research with the Programa de Residência Pedagógica em Química, of which this researcher is scholarship holder and more specifically in the camp school IFMT- Campus Cuiabá field the 3 rd third year of technical education integrated to high school computing, electronics and surveying courses. To elaborate the didactic sequence, a bibliographical survey was carried out on four medicinal plants, which were applied to the students of that school. As an information collect, we used two questionnaires, the first was answered online by 117 students and the second was an evaluation. Due the large number of responses, we choose only the information provided for six participants, following an appropriate criterion for this sampling. For the response analysis methodology, we choose the discursive textual analysis due to the multiplicity of meanings that can exist in the reading of a sentence. Preliminarily it can be said that the subject of medicinal plants is familiar to students, albeit superficially. It can also be seen, that the approach to this theme can be fundamental for a deepening of concepts related to scientific education on the subject. In addition, we did not perceive an effective experience of an interdisciplinarity among students, but rather a limited view of the possible integration among the disciplines, as well as of the definitions of popular and scientific knowledge. We also understand that the application of the didactic sequence was beneficial for students' learning, as the learning assessment indicates that they understood important concepts related to the theme presented. Therefore, it is conjectured, based on this research, that the theme of medicinal plants is relevant for the elaboration of an interdisciplinarity didactic sequence, as it encompasses several conceptual and relational levels among the disciplinary fields and even popular knowledge.