UM ESTUDO DE CASO SOBRE O ENSINO DAS PARTES DAS PLANTAS NOS ANOS INICIAIS EM UMA ATIVIDADE AO AR LIVRE

Abstract

The general aim of this research was to describe and analyze the interactions that occurred during a pedagogical action on the functions of the parts of a plant, structured in a constructivist perspective of teaching-learning, and based on the analysis, to develop and propose a didactic sequence for teachers of the early years. The theoretical framework was constituted by the studies of Genetic Epistemology of the psychologist and epistemologist Jean Piaget. The didactic sequence proposed here has three main stages: Illustration in the classroom, by means of a poster (first stage); Observation of the plants of the vegetation of the school surroundings (second stage); and Reflection with students (third stage). The data collection methodology was based on the writings of a field diary of the teacher (also a researcher in this study), on the drawings that the students made in the classroom after the walk in the school surroundings and in photos of the environment taken by the teacher/researcher. Content analysis of the collected material was carried out. After analyzing the results, it was concluded that students in the early years are able to understand basic facts about the parts of the plants, which agrees with the literature, and also that the proposed didactic sequence worked, considering its purpose, and can be adapted to other school contexts.