A carpoteca como instrumentalização do ensino de botânica no ensino médio fundamentada na pedagogia histórico-crítica

Abstract

Botany, the branch of Biology that scientifically studies plants, offers essential insights for understanding and addressing contemporary challenges such as food scarcity and air pollution. Despite its relevance, the teaching of Botany faces difficulties, as it is often restricted to the memorization of content, making learning mechanized and decontextualized. This work aims to analyze the foundations of Historical-Critical Pedagogy (HCP) and its interrelations with the teaching of Botany, presenting a pedagogical proposal aimed at high school education. The use of an Amazonian carpological collection, that is, a collection of regional fruits, was proposed as a didactic resource during the implementation of HCP, allowing students direct interaction with botanical specimens. This is an applied research study with a qualitative approach, using direct or participant observation and two questionnaires as instruments: the first aimed at characterizing the participants' profile and the second at identifying prior knowledge about Botany. Data analysis was performed through tabulation and the creation of graphs in spreadsheets. This study was conducted with high school students from the Maria Madalena Santana de Lima State School, located in the eastern zone of Manaus, during their mandatory supervised internship. The results highlighted the importance of the principles of Historical-Cultural Heritage (HCP) in planning contextualized pedagogical proposals, as well as the relevance of constructing a carpological library as a teaching tool capable of enhancing student interest and understanding, contributing to their engagement and commitment to the Amazonian socioecological space.