Os ciclos de vida dos vegetais: análise nos livros didáticos do ensino médio e estratégias pedagógicas para o ensino

Abstract

In high school, botany is one of the areas of biology whose content is usually not addressed by teachers or worked in the final stage of the school year. Studies point out that methods with a decontextualized approach contribute to leaving the classes uninteresting, which seems to be one of the causes of the rejection of teachers and students themselves. Many researchers report activities that contribute to the teaching/learning of botany. Among the resources, the textbook is the most used by the teachers to prepare their classes. In this sense, this work aimed to analyze the theme “plant life cycles” in the four textbooks most chosen according to Programa Nacional do Livro Didático (PNLD) 2018. Given the analysis, it was found that the books have conceptual errors and generalizations, as well as misconceptions in the images that make learning difficult. To not pass on erroneous or contradictory information to students, it is indispensable the careful analysis of the works and the constant theoretical and practical formation of the teacher, updating concepts. As teaching strategies, an activity was proposed with the use of images showing the changes occurred in the gametophytic and sporophytic generations of the plant groups, as well as a pedagogical game that addresses the biological cycles of plants. According to the students' reports, the use of images made possible to establish a relationship between the concepts apprehended and the daily experience. In the application of the game the participation of students was intense and clearly demonstrated the interest in showing the knowledge acquired. Both strategies were relevant in teaching this subject, stimulating the students' interest. However, the teacher's role was fundamental in this process.