A didactic sequence for teaching Botany structured in a historical-cultural perspective and in curriculum documents

Abstract

In the face of the skills and bodies of knowledge that can be applied to the first-year High School classes, as described in the National Common Curricular Base (BNCC) and the Curriculum Reference of Mato Grosso do Sul - High School Stage (CRMSEM), this study aims to propose a didactic sequence (SD) based on a Historical-Cultural perspective of Human Development for the socially mediated development of knowledge related to Botany. The proposed SD consists of three stages: I- Identification of knowledge already appropriated by students; II- Systematization of scientific knowledge; and III- Identification of conceptual development. It is emphasized that, based on the theoretical framework that supports it, the SD can bring significant contributions to the teaching and learning process of content related to Botany, such as Systematics, Morphology, Physiology, Ecology, and Plant Anatomy, while the proposed activities seek to value the knowledge appropriated by students and articulate it with scientific knowledge using representations, signs, and culture in conceptual development, as well as aiming to work on the skills and bodies of knowledge specified by the BNCC and CRMSEM. We emphasize that the proposed approach can be adapted to fit different educational contexts and levels, including elementary education.