Plantas medicinais e fitoterápicos como temas para educação científica por meio de uma abordagem investigativa

Abstract

This research aims to develop, implement, and analyze a didactic sequence with an investigative approach proposed for the Science subject in the final years of Elementary Education. Given the importance of addressing current issues related to students' daily lives in schools, the chosen generative themes for the sequence are Medicinal Plants and Phytotherapeutics embedded in a post-truth context. The search for specific plant species and their active principles has become an ordinary practice in the country, especially during the pandemic. A prosperous scenario to the spread of fake news and misinformation has been established, as these topics are often underexplored in textbooks or scientific journals that are available online. Incorrect species identification, improper use, interactions with medications or foods, and individual characteristics can lead to adverse reactions compromising the effectiveness of conventional treatments and even causing death. Data were collected through audio recordings of group discussions, the researcher's logbook, and materials produced and submitted by students before and during the implementation of the didactic sequence. The theoretical and methodological basis used to analyze these data was Actor-Network Theory, which seeks to trace and map actants, associations, new associations, and deviations that may emerge from the networks woven in discussions on various topics. The results indicate that the activities developed broadened students' perspectives on traditional practices of using medicinal plants and phytotherapeutics, highlighted different approaches in evaluating the credibility of online information sources, and emphasized the importance of responsibility in disseminating accurate information on social networks. We identified that some elements affected students' actions during the sequence, such as prior knowledge rooted in family and cultural experiences, the time available for collaborative activities, absences in classes, among others. Nevertheless, the analyses confirmed that the Investigative Didactic Sequence can be an important pedagogical resource for learning about medicinal plants and their derivatives in Science Education.