TEACHING SEQUENCES FOR TEACHING BOTANY, WITH EMPHASIS ON PHOTOSYNTHESIS – A LITERATURE REVIEW

Abstract

This article refers to a Literature Review on didactic sequences in the teaching of Botany, observing the difficulties that this area has. The objective was to analyze didactic sequences in the area, highlighting the practices aimed at teaching photosynthesis in High School. The BDTD (Brazilian Digital Library of Theses and Dissertations) and CAPES (Coordination for the Improvement of Higher Education Personnel of the Ministry of Education) portals were used to conduct research related to the theme. Through six descriptors and five combinations, 295 works were displayed, of which 124 were excluded, as they did not present characteristics on the theme. It was observed that the lack of practices and dynamics, in addition to the complexity of scientific terminologies, compound the difficulties in Botany. The relevance of the theme, and the use of didactic sequences, is identified in the researches, when analyzing satisfactory results. It was concluded that the use of this methodology contributes to the teaching of Botany, such as the process of photosynthesis, and facilitates students' understanding in a more contextualized and broad way. However, only two works specifically linked to photosynthesis were found. Therefore, it is necessary to use innovative classes, such as the construction of models and didactic sequences to assist in teaching, in addition to alleviating the botanical imperception present in the majority of the population and students.