Cadernos artístico-botânicos como ferramenta pedagógica e educacional para o ensino de biologia

Abstract

Plant Awareness Disparity, previously referred to as plant blindness, is a challenge that must be addressed within Biology education. To achieve this, it is necessary to create pathways, and one possible approach is to explore the Art–Science relationship in the teaching of Botany. Thus, the aim of this study is to analyze the contributions of a didactic sequence at the Art–Science interface to the development of students’ Botanical Perception through the encouragement of the creative process in the production of Artistic–Botanical Notebooks in a full-time public state high school in Caucaia, Ceará, Brazil. This study adopts a qualitative approach through narrative research, with content analysis based on Laurence Bardin (2011). To initiate the investigation, a systematic literature review was conducted using the CAPES Journals Portal. Based on these findings, on the experiences of the teacher-researcher, and in dialogue with David Ausubel’s Theory of Meaningful Learning, a didactic sequence was designed and implemented over the course of seven meetings within the elective Botany curricular component. Concurrently with this implementation, the teacher-researcher produced a reflective field diary. After the completion of the intervention, narratives were constructed by the teacher-researcher based on entries recorded in the reflective diary, the artistic–botanical notebooks produced by the participating students, and the collection of students’ testimonies. These narratives were subsequently subjected to Content Analysis. Based on the results of this analysis, three units of analysis were defined: Implementation of the Didactic Sequence; Students’ Botanical Perception; and Teacher Perception. Regarding the first unit, it was found that the didactic sequence was implemented positively and, despite the challenges, was well received by the students. In the second unit, it was observed that students brought everyday knowledge, although some conceptual adjustments and corrections were necessary; furthermore, they were able to develop autonomy alongside their Botanical Perception. Finally, the third unit revealed that the teacher-researcher was able to identify progress in students’ Botanical Perception. Based on these analytical results, it can be stated that the applied didactic sequence, grounded in the Art–Science relationship, represents a promising pathway for overcoming students’ Plant Awareness Disparity..