Proposta de uma sequência didática baseada nas metodologias ativas: Estudo das angiospermas no ensino fundamental

Abstract

Several challenges are still faced in the teaching of Botany within the school context, especially due to the excessive theoretical nature of its contents, the difficulty of contextualization, and the phenomenon known as plant awareness disparity, which hinders the perception of the importance of plants in everyday life. From this perspective, the present study aimed to investigate, through bibliographic research, the potential of active methodologies to support the development of a didactic sequence on the reproduction of angiosperms for 8th-grade elementary school students. The research was grounded on theoretical references related to Science teaching, Botany teaching, and active methodologies, being characterized as basic, descriptive, and qualitative research. As a result, a didactic sequence proposal was developed, organized into three classes and comprising investigative, practical, playful, and audiovisual activities, in addition to a self-assessment moment. This proposal seeks to encourage students’ active participation and the contextualization of contents related to floral morphology and the reproduction of angiosperms. The results of the theoretical analysis indicate that the use of active methodologies can contribute to a more dynamic, participatory, critical, and contextualized Botany teaching, helping to overcome the difficulties historically associated with this field of knowledge.