Ethnobotany and Science Teaching: integration and appreciation of traditional communities in times of crisis

Abstract

This article aims to present a segment of a Didactic Sequence, with activities, suggestions for interdisciplinarity, and classroom development. The main objective of this study is to present a pedagogical product originated from ethnobotanical research, which links the traditional and scientific knowledge of a specific community, aiming to enrich teachers' practices with practical and contextualized activities. The Didactic Sequence (SD) was methodologically developed in a sequential manner, based on six stages: selection of the theoretical-methodological reference, selection of two traditional tales, selection of the theme, definition of learning objectives, and selection and elaboration of activities. The SD includes four lessons with methodologies adopted for carrying out activities including reading, presentation of ethnobotanical tales, dialogued expository classes, debates, and group and individual work. In this way, this work highlights the importance of a contextualized teaching approach, especially in the field of botany. This approach can provide a deeper understanding of the interconnections between culture, environment, and science. By integrating these elements, the study not only contributes to educational development but can also promote awareness of the importance of sustainable practices and respect for traditional knowledge.