Woody flora in public school landscaping: managers’ perception about the choice of species and their didactic potential

• Autor(a) principal: Santos, Francisco Alves
• Data de Publicação: 2020
• Outros Autores: Cordeiro, Alexsandra de Sousa, de Sousa, Maria Adriele dos Santos, Santana, Isabel Cristina Higino, Silveira, Andréa Pereira
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34624/id.v12i3.20043

The afforestation of urban spaces aims to mitigate harmful effects generated by the modification of natural environments, as well as esthetic goals. This action, sometimes, occurs in a disordered manner, which can cause disorders by the introduction of exotic species. Schools also promote forestry arrangements in the composition of the surrounding afforestation. In this context, we intende to understand the process for the constitution of the landscape collection of public high schools in Itapipoca, Ceara, Brazil. The study was divided into two stages, the first corresponding to the presentation of the research on the application of a questionnaire to the managers of three schools, seeking to understand the guiding criteria for the choice of species. In the second, the survey and identification of the woody species used in the afforestation of schools was carried out. It was possible to identify the absence of technical and scientific criteria for the choice of species, as well as the lack of understanding of this environment as a space for pedagogical use in Science and Biology classes. The flora was composed of 20 species, 11 exotic and 9 native, with predominance of exotic Azadirachta indica A. Juss, which accounted for 65% of the individuals sampled. This information points not only to the need for a discussion on the potential risks of using exotic species, but also to raise awareness of the recognition, appreciation and use of native species in educational activities in the wooded spaces of the schools.