Limitações e contribuições da mediação de conceitos de botânica no contexto escolar

Abstract

The subject of the present essay is the Botany teaching, focusing within this, the Vegetal/Floral Morphology teaching, whose main point is to investigate the academics difficulties of a Biological Science course in the teaching/learning process of contents from this area and, even as a didactic sequence using photographs, can make possible the contributions to the appropriation from these contents by the students of Basic Education. In searching for the answers, first, were achieved semi-structured interviews with the academics and the obtained data were submitted to an analysis of its contents. So, we make evidence that these academics present difficulties related to contents of Floral Morphology, mainly, by the large quantity of terms that were found in the teaching process which require memorizing and these terms are distant from the quotidian knowledge, that cause limitations in the teacher´s action, in which the academics need re-elaborate such contents for the Basic Education students´appropriation. These results gave us the subsidy of the second question, in that the obtained data, by means of written and recorded registrations of teaching-learning, were transcripted and analysed by means of a Micro-genetic Analysis approach, based in a historical-cultural perspective of human development. The results show that the didactic sequence, with the use of photographs and the pedagogical mediation, presented significant contributions for the second grade High School students, in the appropriation of scientific knowledge, through of a conceptual evolution and formation, relating to the content of Floral Morphology.