Contribuições dos saberes sobre plantas medicinais para o ensino de botânica na escola da comunidade quilombola Furnas do Dionísio - Jaraguari/MS

Abstract

True barns of African-Brazilian tradition, quilombos their identity is preserved by the perpetuation of their customs and traditions, passed over the centuries, the older and younger. Through the stories and ancient practices, pass on the memory of a people. The use of medicinal plants for the maintenance of health is among some of the knowledge preserved. Exploring this rich traditional knowledge, this study was to investigate how the medicinal plants used by residents of the black community of Furnas do Dionisio (Jaraguari, MS), can contribute a significant ownership of content from botany to high school students from school community. Educational interventions have been proposed based on dialogue between traditional knowledge and science in the classroom and community, to establish a connection between their ethnobotanical knowledge and the contents of Plant Biology. Initially interviews were conducted and implemented forms with the residents of the community, allowing diagnose ethnobotanical practices. Thus, guided by the ethnographic method, we investigated these local knowledge and, subsequently, through empirical research with qualitative, were transferred into the classroom and compared the content of Botany of textbooks used in school. A test with questions of botany was applied to the students to identify the absence or presence of subsumers classified into adequate or partially adequate. This analysis was used for the planning and production of instructional strategies in order to facilitate interaction between new information and background on the student's cognitive structure in order to promote learning. Based on the results of these strategies and concept maps based on the Theory of Meaningful Learning of David Ausubel, built by students on the proposed content, we concluded that learning was satisfactory. The results indicate that students share a significant body of knowledge and practice their own cultural traditions, which now, given the intensification of the globalization process, present a risk of disappearance and / or distortion. Taking into account the methodology used to investigate the local knowledge about medicinal plants, it is concluded that this contribution was significant to the learning of botany. The inclusion of ethnobotanical knowledge in the world of biology has opened possibilities for dialogue between the empirical knowledge of students and the content of teaching botany.