Arte, História e Ciência no Ensino do Conceito de Classificação Botânica

Abstract

This work aims to analyze a methodology created within the elective discipline of Teaching Methodology in Botany, offered in the Biological Sciences Degree course at the Federal University of Lavras, seeking to understand how alternative methodologies to the traditional teaching model collaborate to build knowledge in the field of Botany, with interdisciplinary approaches, and how the discipline collaborated in the process of initial teacher training. The practice aimed to teach introductory concepts of Botanical Classification, based on the dialogue and problematization of paintings, plants and plastic flowers in an interdisciplinary perspective between art, science and history. To analyze the practice, in the scope of Qualitative Research, Content Analysis by categories was used a posteriori. The 4 categories developed were: Art, Science and Teaching; Plastic Paintings, Vegetables and Flowers: Learning and Enchantment; The Importance of Multiple Contextualizations; Problematization as a Stimulus for Participation. We consider that from practice it was possible to understand the importance of Alternative Methodologies for a more pleasant, critical and meaningful teaching of Botany, in addition to the importance of discipline for the initial training of teachers, since it contributed to the development of teaching design that is integrated, interdisciplinary and emancipatory.