Macrófitas aquáticas: relevância e uso de seu contexto ecológico aplicado ao ensino na Escola Estadual Gonçalves Dias em Macapá-AP

Abstract

Botany teaching in schools is marked by the lack of student interest due to several factors, such as the complexity of scientific terms and the understanding of processes, as well as the lack of teaching practices that bring the content closer to the student's reality and contextualize the subject. Thus, this study proposed to use aquatic macrophytes as a theme for pedagogical interventions within the discipline of Biology for 2nd year high school students. Twenty-six students regularly enrolled in a 2nd year class at Escola Estadual Gonçalves Dias participated in this research. Data collection took place through the application of questionnaires containing objective and discursive questions, before and after teaching practice. Between the application of the questionnaires, a theoretical-practical class was held initially in a datashow, and then with the use of live macrophytes mounted in an aquarium. The results obtained showed that the students, for the most part, had a good understanding of botany and macrophytes, although there were many doubts, and were interested in the study of vegetables, since 77% (n=20) of the students said they found the area interesting for learning. On the other hand, only 31% (n=8) of the students recognized the botany present in their daily lives, which revealed signs of the phenomenon known as "botanical blindness". The educational intervention through live specimens proved to be efficient in the sense of having promoted the students' enthusiasm, helping to fix the content and share it. Activities conducted through practices contribute not only to the expansion of theoretical knowledge, but mainly promote changes in the perception of participants who, as social agents, will contribute to the preservation of the species.