Plants in the constitution of teachers: training and practice in Biology

Abstract

The research aims to analyze the curriculum of Biological Sciences , in order to verify how the knowledge related to plants is available, as well as to verify their suitability for the training and practice of Biology teachers in the metropolitan region. Manaus, in the sense of valuing popular Amazonian knowledge about plants. It is a research with a qualitative approach, based on the analysis of the interviews and questionnaires of Biology teachers from the city of Manaus, as well as through the analysis of official documents. The data were treated using Textual Discursive Analysis. Based on the analyzes carried out, it was possible to understand how the teaching of contents associated with plants is taking place in the training of teachers and, consequently, in the training of basic education students. Based on the Discursive Textual Analysis, we obtained four categories that emerged from the teachers 'statements: Teaching aimed at the classroom, Spaces and structures in schools, Teacher's relations with plants and Teaching of Botany. It was possible to verify that during the initial training of teachers, the disciplines that address contents associated with plants are very specific, in what we call Pure Botany (Taxonomy, Systematics, Anatomy and Physiology), with no contextual relationship with these disciplines the future teaching practice of graduates. Thus, according to their teaching constitution, which involves the knowledge and experiences of each teacher, some developed skills in the practice of teaching Botany, others in turn, perform superficial activities. Based on these results, we encourage reflection and also a reformulation of the undergraduate curriculum so that they include in the official documents, a relationship between the specific disciplines of Botany and the practice of the future teacher, so that when training the teachers, they are trained to promote a learning of contents associated with plants with practices that consider the student's thematic universe as a structuring element of their practices, since the knowledge of this area is essential in the formation of Amazonians who understand the relevance of their knowledge for the preservation of their biocultural memory.