Teaching training and botanical education: reflections beyond a documentary analysis

• Autor(a) principal: Gomes, João Victor Amorim
• Data de Publicação: 2021
• Outros Autores: Nunes, Lorena Almeida Cavalcante Brandão, Oliveira, Renata Rolins, Godoy, Heloisa Baleroni Rodrigues
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
• Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2977
• topic: Desenvolvimento Profissional; Ensino-aprendizagem em Botânica; Ensino Superior Noturno; Formação Inicial; Pesquisa-Ensino-Extensão; Professional Development; Teaching-learning in Botany; Night Higher Education; Initial Qualification; Research-Teaching-Extension; Desarrollo Profesional; Enseñanza-aprendizaje de Botánica; Educación Superior Nocturna; Formación Inicial; Investigación-Enseñanza-Extensión

The initial qualification of Biology teachers is historically discussed in Education. However, there are still issues that need to be the object of reflection and intervention, among them the quality of Botany teaching. This study aimed to investigate, through a documentary analysis, the teaching and the scientific development of Botany in a public night course of Degree in Biological Sciences. The aim was to identify barriers and potentialities for Botany teaching that favors significant learning. It was intended to identify barriers and potentialities for a teaching Botany that favors significant learning from the articulation between theory and practice. Analyzing the Curricular Political Project and academic productions developed between 2014 and 2021, linked to the course conclusion paper or to research, teaching and extension projects, it was verified that the curricular components of Botany follow a content base, causing fragilities in the teaching-learning process. It was also verified that the indissociability between research, teaching, extension during teacher qualification is not being contemplated in its entirety. Finally, it was observed that the scientific appropriation among students has happened superficially, especially in Botany area. Given this scenario, it is suggested the conduction of studies and changes that favours a qualified Botanic teaching, as hugher engagement of students in this area which has scientific, social and professional relevance.