Contato afetivo com as plantas na educação infantil como contribuição para superar a cegueira vegetal
The inability to perceive the existence of the plants around them is called “Plant blindness”, which is increasingly present in society is considered one of the threats to the environment. This study aimed to verify and analyze how the teaching-learning process of Botany occurs in a Municipal Center...
| Autor principal: | Bielski, Josiane |
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| Formato: | Trabalho de Conclusão de Curso (Especialização) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2021
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/25238 |
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| Resumo: |
The inability to perceive the existence of the plants around them is called “Plant blindness”, which is increasingly present in society is considered one of the threats to the environment. This study aimed to verify and analyze how the teaching-learning process of Botany occurs in a Municipal Center for Early Childhood Education located in the city of Francisco Beltrão-PR, emphasizing the importance of an approach with plants in this age group, in order to contribute to overcoming plant blindness. The work also offers a folder with information and proposals for activities to assist teachers in the development of projects aimed at providing an emotional contact between children and the plant world, given the importance of this link for the formation of the child's personality and approximation with plants. The study had a qualitative nature with participant research. The data were collected through the analysis of documents that govern the pedagogical work, interviews with students and questionnaires for interested teachers. From the results obtained with the collection and analysis of data, it was possible to conclude that the work involving plants, although important, is rare in Early Childhood Education, appearing generally in annual projects with short duration. Therefore, most children have little contact with the plants within the establishment, this being due to the difficulty in adapting the content to the age group, the training of teachers and the infrastructure and resources of the place. |
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