Narrativas de professores e experiências formativas de um licenciando em ciências biológicas sobre o ensino de botânica

• Autor(a) principal: Tabosa, Francisco Romário Silva
• Data de Publicação: 2016
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Ceará (UFC)
• Texto Completo: http://www.repositorio.ufc.br/handle/riufc/48031
• topic: Ensino de botânica; Botânica; Experiências; Formação docente

The teaching of botany in schools has a hard time when it comes to getting students and teachers involved. Such difficulty can be caused, for example, by the use of methodologies that do not stimulate student’s interest, by the lack of equipments that aid in class, and by the deficient academic education, which causes lack of confidence in teachers when they have to teach botany subjects. Teachers from private and Ceara State public schools were interviwed in order to assess how teaching botany is approached in high school. In addition, some academic experiences from an undergraduate student were reported in order to verify how these experiences contributed to his education. From the teachers’ point of view, teaching botany broadly requires the use of specific terminologies, whose use feels unpractical for students, making classes rather demotivating. It’s necessary that teachers think over their teaching practice so that they can innovate the methodologies used during class. It is interesting that, whenever possible, teachers runs practical classes in laboratories or even outside of the school, for instance, bringing students to squares, gardens or parks. The experiences I had during my undergraduate course contributed to my teaching education, making me think over new methodologies to approach subjects related to botany in class.