Etnobotânica patrimonial: aula interdisciplinar como ferramenta para a integração dos conhecimentos de biologia e história no ensino médio

Abstract

The fragmentation of knowledge into disciplines has made it difficult for students to interrelate the contents. An alternative to this gap is the creation and application of interdisciplinary classes that favor logical dialogue between disciplines. The present study aimed to develop an interdisciplinary class that integrated the contents of Botany and History for high school, and to evaluate it in terms of learning efficiency. Twenty-eight third year high school students from Uruçuí - PI participated in the research. First, the students answered a semi-structured pre-questionnaire and participated in the Heritage Ethnobotany class, which dealt with themes and examples of Ethnobotany and Cultural Heritage. Subsequently, the students answered the second semi-structured questionnaire. Through the questionnaires, it was possible to observe that the students had a close patrimonial relationship with the plants, mainly through medicinal use and flour. They also demonstrated knowledge about the heritage dimension of plants, even though the majority (64%) said they did not believe in the possibility of interdisciplinarity between Biology and History. There was also an increase in satisfactory responses after the application of the Heritage Ethnobotany class, denoting the efficiency of this teaching tool. In addition, 100% of the students agreed that the interdisciplinary classes, as well as the Heritage Ethnobotany, collaborate with learning and 93% of them said that the class helped to relate botanical knowledge and heritage history. In this way, the Heritage Ethnobotany class proved to be an excellent tool for the promotion of interdisciplinarity between Biology and History, and can be replicated to other teaching organizations