Banca de QUALIFICAÇÃO: LAIS DA SILVEIRA MEDEIROS

Practices in the teaching of botany: between the methodological choices of teachers, the transposition of knowledge and non-traditional methodologies

Considering the great difficulties encountered in the ways of teaching botany in the country, which are perpetuated both by the lack of interest in the subject and by the methodologies used by teachers, it is necessary to understand the influences of initial formation on the methodological choices of teachers in their daily lives at school. The present work aims to identify the influences of initial formation on the methodologies proposed by teachers, as well as to identify which of these methodologies have characteristics in accordance with the so-called active methodologies, which have been presented as one of the paths for the teacher's actions, as well as for the students' formation, allowing them more autonomy. Questionnaires with open and closed questions were applied to teachers about their formational background, influences on lesson planning, and the elaboration of a spontaneous lesson plan that approached some botanical theme. These data were submitted to discourse analysis, where it was possible to understand the relationship between the formation in botany and the way of teaching botany, as well as identifying the presence or absence of the so-called active methodologies, either in the initial formation or in the approach proposed in the teaching plan. The results indicate that most of the teachers reported the approaches as predominantly expository, with sporadic events of laboratory practice and field trips. Among the plans, one can identify that in most of the proposed approaches there is no presence of active methodologies. From the data obtained, it can be concluded that there is a predominance of expository and little participatory approaches, either in the initial formation experiences, or in the approaches proposed in the plans, and there may be influence of the methodologies chosen by the teachers of the initial formation, and the methodological choices of the teachers participating in this work.