Conhecimento pedagógico do conteúdo de biodiversidade vegetal em licenciandos e professores experientes

Abstract

Brazil presents one of the largest Plant Biodiversity in the world, however this Biodiversity is threatened by human action. A first step for its protection is the formation of conscious citizen. In this perspective, the Teaching of Botany takes an important role, although it is considered problematic. The teacher training is connected to this scenario, not just as a simple cause, but also as a part of the solution. We Aim to understand how the Pedagogical Content Knowledge (PCK) of Plant Biodiversity was mobilized by Biology teacher in two different moments of teacher training, assuming, as a theoretical reference for PCK, the model proposed by Magnusson et al. (1999). The specific objectives of this research were: (i) Identify evidence of PCK of pre-service teachers participating in a course on Teaching Botany and involved in the elaboration and application of a simulated class on Plant Biodiversity; (ii To identify the evidence of the PCK of experienced teachers who work in the same school during their teaching practice when addressing the theme Plant Biodiversity in High School; (iii) To recognize possible particularities in the PCK of these two groups of teachers, seeking to establish relationships with their respective moments of teacher training. To achieve these objectives, we used questionnaires, class recordings and interviews in a multiple case study with two groups: 3 undergraduates and 2 experienced teachers. The data were submitted to content analysis with a priori categories based on the model of Magnusson et al. (1999). As results, we observed some similarities between undergraduates and experienced teachers in the approach of Biodiversity content, such as the focus on the study of the characteristics of the plant groups and their kinship relations, with a strong evolutionary perspective, anchored in phylogenetics. The objectives of Preservice teachers were guided by this content, associated with more broadly ones (such as educating for preservation). We observed that they presented strategies that place the student as protagonist of the teaching-learning process, however presented little evidence in general about PCK components related to students' reality and their specific difficulties in learning Plant Biology. On the other hand, the experienced teachers had, besides those related to learning about characterization and evolutionary relationship between vegetable groups, to promote the formation of citizens, but the pressure to prepare students for the university entrance exam modulated their teaching practice, limiting the approach to this last objective. These teachers used a small variety of strategies with predominance of classroom dialogues and practical activities in the laboratory. Although, the theoretical and practical classes were conducted differently by them. One of them presented a dynamic that placed the student as protagonist and, in the case of the other, the protagonism is centralized in the teacher. Another aspect detected was the incorporation of reference knowledge, compleme...

Flores Com Potencial Alimentício

“…Como afirma Shiva (2001), o desafio da conservação da biodiversidade consiste em ampliar o alcance das economias baseadas na diversidade e descentralização e em reduzir o alcance das economias baseadas nos monocultivos insustentáveis. Nesse contexto entende-se que um dos caminhos para ampliar as economias biodiversas está na ampliação dos conhecimentos das plantas alimentícias silvestres, propiciando a expansão da diversidade nutricional na alimentação cotidiana.…”

O Conhecimento Pedagógico do Conteúdo sobre Biodiversidade Vegetal no contexto do ensino verticalizado do IFSP: estudo de caso com professoras de Biologia em tempos de ensino remoto

“…Na sua entrevista, ela também fala sobre isso esse integração entre os conhecimentos da área de botânica, de forma mais abrangente e não compartimentalizada. Tal conteúdo não foi destacado em investigações prévias sobre CPC de Biodiversidade vegetal(URSI, et al, 2021;BARBOSA, 2019;SAITO, 2019).Como já citamos, é muito importante que o professor compreenda quais são as principais dificuldades dos alunos para que, então, possa planejar como irá melhor trabalhar o conteúdo. Esse foi o segundo conhecimento com maior representatividade no ReCo e nas aulas da professora A professora Rosa, por ser uma professora experiente, compreende e apresenta, principalmente em seu ReCo e nas aulas as principais dificuldade que ela percebe entre os alunos, para ensinar Biodiversidade das plantas com enfoque evolutivo e sempre chama a atenção para conceitos que normalmente representam maiores desafios para os alunos, como o conceito de transpiração: [...] (2006), os professores que, além do conhecimento das dificuldades de ensinar um conteúdo, também conhecem a realidade de onde provêm seus alunos, conseguem traçar estratégias que contribuam inclusive para o aumento da autoestima.…”