Ensino de ciências na educação infantil e a superação da impercepção botânica
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Tipo
TCC
Data de publicação
2023-06
Periódico
Citações (Scopus)
Autores
Cianella, Joyce de Souza
Orientador
Castro, Adriano Monteiro de
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Resumo
Impercepção botânica ou Plant blindness é um termo originalmente proposto pelos pesquisadores norte-americanos Wandersee e Schussler (1999) e refere-se a incapacidade de perceber a importância das plantas na biosfera e reconhece-las como de inferior importância, sendo, portanto, não merecedora de atenção equivalente aos animais. Este trabalho tem como objetivo contextualizar a impercepção botânica na educação infantil e promover uma reflexão sobre a importância do ensino de botânica nessa faixa etária. Observa-se que muitos professores, principalmente os polivalentes, abordam áreas do conhecimento baseando-se em experiências pessoais, e não em estudos, o que pode resultar em falta de abordagens de conteúdos sobre ciências, especialmente botânica. Para tanto, foi feito levantamento bibliográfico sobre estudos publicados nos últimos cinco anos que abordassem a cegueira botânica e a educação infantil exclusivamente, pois, trabalhando com alunos e professores na educação infantil, percebeu-se que o interesse das crianças pela botânica diminui conforme elas vão se desenvolvendo. Esse fenômeno, conhecido como impercepção botânica, pode ser atribuído a uma possível falta de estímulo e educação inadequada nos anos iniciais. As crianças são naturalmente atraídas por animais, mas é necessário estimular seu interesse e destacar a importância das plantas, que são seres estáticos. Os resultados obtidos permitem inferir que é fundamental aprimorar o ensino de botânica na educação infantil, buscando formas de adaptar o conteúdo à faixa etária das crianças, melhorar a formação dos professores e promover uma maior aproximação e contato das crianças com as plantas. Isso contribuirá para superar a impercepção botânica e despertar o interesse e a conscientização sobre a preservação e importância da flora desde os primeiros anos de educação.
Plant blindness is a term originally proposed by american researchers Wandersee and Schussler (1999) and refers to the inability to perceive the importance of plants in the biosphere and to recognize them as being of lesser importance, therefore not deserving of attention equivalent to animals. This work aims to contextualize plant blindness in early childhood education and promote a reflection on the importance of teaching botany in this age group. It is observed that many teachers, especially those with a broad range of subjects, approach areas of knowledge based on personal experiences rather than studies, which can result in a lack of content on sciences, especially botany. Therefore, a literature review was conducted on studies published in the last five years that exclusively addressed plant blindness and early childhood education because. While working with students and teachers in early childhood education, it was noticed that children's interest in botany decreases as they grow. This phenomenon, known as plant blindness, can be attributed to a possible lack of stimulation and inadequate education in the early years. Children are naturally drawn to animals, but it is necessary to stimulate their interest and highlight the importance of plants, which are static beings. The obtained results allow us to infer that it is essential to improve the teaching of botany in early childhood education, seeking ways to adapt the content to children's age group, enhance teacher training, and promote greater proximity and interaction between children and plants. This will contribute to overcoming plant blindness and awaken interest and awareness about the preservation and importance of flora from the early years of education.
Plant blindness is a term originally proposed by american researchers Wandersee and Schussler (1999) and refers to the inability to perceive the importance of plants in the biosphere and to recognize them as being of lesser importance, therefore not deserving of attention equivalent to animals. This work aims to contextualize plant blindness in early childhood education and promote a reflection on the importance of teaching botany in this age group. It is observed that many teachers, especially those with a broad range of subjects, approach areas of knowledge based on personal experiences rather than studies, which can result in a lack of content on sciences, especially botany. Therefore, a literature review was conducted on studies published in the last five years that exclusively addressed plant blindness and early childhood education because. While working with students and teachers in early childhood education, it was noticed that children's interest in botany decreases as they grow. This phenomenon, known as plant blindness, can be attributed to a possible lack of stimulation and inadequate education in the early years. Children are naturally drawn to animals, but it is necessary to stimulate their interest and highlight the importance of plants, which are static beings. The obtained results allow us to infer that it is essential to improve the teaching of botany in early childhood education, seeking ways to adapt the content to children's age group, enhance teacher training, and promote greater proximity and interaction between children and plants. This will contribute to overcoming plant blindness and awaken interest and awareness about the preservation and importance of flora from the early years of education.
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Palavras-chave
educação infantil , impercepção botânica , alfabetização científica , formação continuada , early childhood education , plant blindness , scientific literacy , continuing education