Da impercepção à conexão: o papel das metodologias ativas e dos saberes tradicionais no ensino de botânica em uma escola pública de São Luís - MA

Abstract

Botany teaching involves several complexities, as it encompasses a wide range of topics, concepts, and terminologies that are often difficult to explain. Studies indicate that addressing botanical content in the classroom represents a significant challenge, as it is commonly perceived as tedious and demotivating. Within this context, it becomes necessary to seek strategies and methodologies that optimize the teaching–learning process. The central problem of this research revolves around the phenomenon of plant blindness, understood as the human tendency to overlook plants in everyday life. Thus, this study aimed to analyze how the integration of active learning methodologies and traditional knowledge about plants can enhance students’ botanical awareness in the educational context. This study is characterized as action research with a qualitative approach, in which data collection followed the phases of planning, action, description, and evaluation. The findings revealed that the integration of active methodologies with traditional plant-related knowledge significantly contributes to reducing plant blindness among students. It can therefore be concluded that valuing traditional knowledge, combined with active pedagogical strategies, promotes greater engagement, interest, and a more meaningful relationship between students and the plant world.