Medicinal plants as an educational strategy: perceptions of high school teachers and students

• Autor(a) principal: Silva, Paulo Henrique Facundes
• Data de Publicação: 2021
• Outros Autores: Cruz, Maria Virgínia Tavares, Silveira, Andréa Pereira
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Actio (Curitiba)
• Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/13934
• topic: Ensino de Biologia; Ensino de Biologia; Etnobotânica; Negligência Botânica; Biology Teaching; Ethnobotany; Botanical Negligence

Ethnobotany can be an important ally in learning biological content. Therefore, we designed this research of descriptive character and qualitative approach, with the objective of discussing the insertion of ethnobotany of medicinal plants as an educational strategy in High School. We used questionnaires with open and closed items to record and describe the conceptions of 27 students and three high school teachers about the use of medicinal plants in Biology classes. The responses were subjected to Iramuteq textual analysis and Bardin's categorization. The students' answers revealed that they understand the concept and importance of medicinal plants, know 22 species, have acquired knowledge through vertical female orality (mothers and grandmothers), and use medicinal plants regularly (96.3% of the students). Students and teachers believe in the didactic use of medicinal plants, by approaching the therapeutic, cultural, economic, and ecological aspects, taking into consideration the use of active methodologies and the horizontal dialogue between popular and scientific knowledge. However, teachers point out that the use of active methodologies is challenging, as it demands greater investment of time and resources. The set of perceptions about the use of medicinal plants in Biology teaching, on the one hand, expresses the facilitating potential of teaching the curricular contents, even building to overcome botanical neglect, and, on the other hand, promotes contextualization and scientific literacy. expresses the potential of facilitating the teaching of curricular contents, building even to overcome botanical neglect, and, on the other hand, promotes contextualization and scientific literacy.