Programa de Pós-Graduação em Ensino Tecnológico - PPGET
URI permanente desta comunidadehttps://ri.ifam.edu.br/handle/4321/28
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Dissertação As plantas medicinais e a educação para a sustentabilidade no ensino fundamental II(2025-01-15) Jacyntho, Paula Gabrielly Freire; Lucena, Juliana Mesquita Vidal Martínez de; http://lattes.cnpq.br/5056348459580471; Lucena, Juliana Mesquita Vidal Martínez de; http://lattes.cnpq.br/5056348459580471; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Freitas, Adriana Dantas Gonzaga de; http://lattes.cnpq.br/3694117633635449The Amazon, one of the most biodiverse biomes in the world, is home to numerous plants with medicinal potential, many of which are still unstudied but are used by local communities as sources of medicine and/or herbal remedies. Integrating this topic into the teaching of Natural Sciences as a strategy for Education for Sustainable Development (ESD) values regional culture and enriches the school routine. Associating regional knowledge with active methodologies, such as Project-Based Learning (PBL), can contribute to Meaningful Learning. Therefore, the research question for this study was: how can the use of essential oils, extracts, and plant preparations obtained from medicinal plants grown in the Amazon, through the application of the PBL methodology, contribute to education for sustainability? Thus, the main objective of this work was to investigate the contributions of a didactic guide proposal based on the principles of ESD, using medicinal plants native to the Amazon as a central theme. The research had a qualitative approach of the participatory research type, and the teaching methodology adopted was Project-Based Learning (PBL). The research subjects were 23 students from the 9th grade of the Ensino Fundamental II (Middle School), from the Antônio Telles de Souza State School (Manaus, AM). Five PBL lesson plans were developed with theoretical and practical activities using medicinal plants native to the Amazon region. Data collection instruments included field notes by the researcher, three semi-structured questionnaires—one for diagnosing prior knowledge, one for evaluating knowledge and perceptions after the intervention, and a third for the evaluation by the Science teacher and the pedagogue of the school. Analytical rubrics were also used, specifically designed to assess the teaching-learning process and the final artifact presented by the students at the end of the PBL project. The lesson plans were implemented in the school’s Maker Space and covered topics on essential oils, plant extracts (tinctures), and homemade preparations (tea, infusion, and decoction), as well as their application in making handmade products such as aromatic candles, soaps, moisturizers, and other items. As an educational product, the didactic guide "Medicinal Plants and Sustainability: A PBL Guide for Teaching Science" was developed, focusing on the creation of practical lesson plans based on the PBL methodology, using themes worked on during the lessons, following the perspective of sustainable use of natural resources within the school environment. The results showed that the lesson plans executed, and which now form the Didactic Guide were thought-provoking in terms of reflections and discussions on the sustainable use of natural resources. The subjects highlighted the practical activities done with few resources, recycled materials, and emphasized the possibility of more experimental classes with low cost even in schools without laboratories. The possibility of contributing to household economy by making homemade hygiene products, cosmetics, and air fresheners was also considered, revealing an awakening to social responsibility and possibly generating future benefits. Some participants expressed interest in pursuing professional training in the area. The educators reinforced in their evaluation the same perceptions as the students and unanimously emphasized the positive results of the interventions. Regarding the final artifact of the PBL project, all participants highlighted the relevance of the Thematic Room, which demonstrated the community's interest in medicinal plants and provided an opportunity to disseminate the knowledge acquired. According to the evaluation of the subjects and educators who accompanied the entire process, the intervention at the school contributed not only to the students but also to the experience gained by the teachers. The educational product generated by this research was entitled Medicinal Plants and Sustainability: A PBL Guide for Teaching Science. It provides all the guidelines for teachers who wish to offer their students a sequence of engaging and creative activities in the form of a PBL project to discuss medicinal plants and their relationship with sustainability.